•IIt
RestrictedTechnical ReportRP/1975/76/1.252.10
SOMALI DEMOCRATICREPUBLICSupport to nationalliteracy activities
••
Radio for AdultEducation and Literacy
by Daniel P. Martin
Serial No. FMR/ED/LRD/77/117
Paris, 1977
•
RADIO FOR ADULT EDUCATION ANDLlTEAACY
SOMALI DEMOCRATIC REPUBLIC
by Daniel p. Martin
Report prepared for the Governmentof the Somali Democratic Republicby the United Nations Educational,Scientific and Cultural Organization(Unesco)
UNESCO
Technical ReportRP/1975-76/1.252.10FMR/ED/LRD/77/117 (Martin)7 March 1977
o Unesco 1977Printed in France
,
TABlE OF CONTENTS
· . . . . . . . . . . . . . . . ~ .
. . . . . . . . . . . . .Nnl PERSPECTIVES ••• . . . . . . . . . . . . .
3
3
6
7
10
12. .
. . .
• • • •
. . .
. . . .
. .
. . .
. .
• • •
• •. . . .
. .• •
. . . .
• •
• • •
• • •
• • •
. . .
., . ., . . .
. . .
• • • • •
• •
. . .EQUIPMENT
RECOMIiENDATIONS. •
BACKGROUND •
INTRODUCTION •
'IRAINING •
A.
E.
F.
D.
c.
Annex I - Schedule of the Mission • • • • • • • • • • • • 20
Annex II - HAEC Radio Proouction Unit Plarming Schedule(October 1976/July 1978) • • • • • • • • • •• 21
Annex III - Radio Group Register - Registration. • • • • •• 22
Annex IlIA - P~io Group Register - IndividualRegistration Number •••••••••• 23
Annex IIIS - Radio Group Register - Attendance. • • • • • •• 24
Annex TIl - Report Card •••••••••••••••••• 25
Annex V - Ps."OgI"lJI'llffl.e am Production Planning Chart • • • •• 26
Annex VI - Outline of Adult Educa.tion Currj.culum ••••• 27
(~ffi/ED/m1)/77/117)
- 2 -
'Ibe author wishes to thank all those who have greatly facilitated his taskduring his mission in Somalia, and particularly Mr. Suleiman Nahamud Adan,Director-General, Ministry of Education; NI'. Abdi Heybe Elmi, Director of NonFormal Education; ~1r. Ibrahim Raji Barre, Director of the National Adult Education Centre; Nessrs. Yassin RaJi IVIahamud and lsmail r·min AaI', and the entirestaff of the NAEC; Mr. Yusuf Abdi .. Secretary-General, National Canmission forUnesco; the Somali Broadcasting Service, and particularly f.11:-. Jama Rhalaf Farah..Director of Broadcasting; 1\11:-. Ahmed Ali Aslmr, Progranme Manager; ~1r. Abdi ldrissDucaale, Director, Educational Programmes, Radio I·1ogadisht~; the United NationsDevelopment Prog!'amme Office in Somalia, and particularly Hr. Georgi Ozerov..Resident Representative; J.vlr. Rolf Stefanson, Deputy Resident Representative;Mr. Basil Papavassiliou, Assistant Resident Representative; Messrs. Onder Yucerand Tasos Aristotelrnls, Programme Officers; IUS3 Otha Archer, Secretary to theResident Representative; Mr. Malcolm KennedY' Unicef Resident Programme Officer;£'>Dd I1r. Manfred Wehnnann.. Project Manager, Adult Education Association of theFederal Republic of Gennany.
The author also wishes to acl~owledge his debt to the excellent and exrlaustive reports produced by the Unesco team that visited Somalia in lllay 1976 underthe leadership of l\'Ir. J. Bollibaugh, and by Mr. C. Gilpin of the t'lorld Bank.
- :; -A. INTR{)DUCTION
1. The consultant was sent by Unesco to the Democratic Republic of Somalia ona three-month mission as a specialist in educational radio. The m!~Gian
took place from 19 September to 15 December 1976.
2. The consultant's terms of reference were:
- to advise on the technioal aspects of the radio .IJ.l."ogranmes related toliteracy and post-literacy;
- to assist in pl~nning the content of the programmes and feedbackmechanisms;
- to help establish radio listening groups and train leaders;
- to initiate training courses for the educational personnel concerned withthe radio programme production.
3. After an assessment of the overall situation through numerous consultationsand discussions wit.h the authorities, the consultant presented the National
Adult Education Centre in !'Iogadishu with a schedule Which was approved by theDirector of the Centre, Mr. Ibrahim Haj i Ban'e, and the Director of Non-FormalEducation, Hr. Abdl Heybe Elmi.
4. Due to various cir'cumstances, the original schedule ha.d. to be slightlymodified. 'lhe final schedule of the consultant's mission can be found in
Annex I.
B. BACKGROUND
(a) Literacy
5. In f-.1arch 1973, a literacy campaign aimed at the urban populat:l.on reachedabout 400,000 people. In the wake of this first successful experiment, the
Somali Government then launched massive literacy action within the framework ofthe Rural Development Campaign (RDC).
6. The campaign was conducted on the Cuban model within a period of seven months(October 1974/April 1975) during which all schools were closed. 1,135
primary and secondary school-teachers, 15,293 students and 3,912 civil servantstook part in it as literacy instructors.
7. It is \'(orthy to note that the campaign was intensive as well as e:l..'"tensive,with three classes a day (30 -to 45 minutes each) over a period of three to
five months. There were separate classes for adolesoents in the mornings, for menin the afternoons and for women in the evenings. The number of learners in eacholass varied from 15 to 100.
8. More than 1,250,000 people were enrolled, and some 785,000 eventuallypassed the final test.
9. '!he pace and scale of the literacy campaign could obviously not be maL1.tainedbeyond April 1975, but the Government has instituted an interministerial
Committee for the Permanency of Literacy, and a Technical ConEittee for ~~r~l
Development. At the distriot level, similar committees are comprised of he<hand veterinaI'y officers, district administrators, education offlaers, tranbportation offioers, etc.
- 4 ..
(b) Adult Education
10. As an irmnediate follow-up to the literacy campaign~ a plan for a three-yearbasic education programme for adults has been prepared and 1s being implemen
ted. '!he curriculum comprises Somali language ~ arithmet.ic and general knOt'l1edge(including political studies)~ and aims at providing in three years the equivalentof a six-year primary education course. 'Ib1s 1s based on a 37-week academic year~
from November to July (with a two-week break in March).
11. This, again~ oould be compared with what the Cubans have called the llbattleof the Sixth Grade ll
• It should be emphasized too that adult education hasbeen made co:npulsory for all resettled nomads in the agricultural and fishingcommun'.t1es~ which l"epresents some 50~OOO adults.
12. However, the Government I s obJectives, as spelled out in the Five-yearDevelopment Plan for 1974-1978~ include a wider non-formal education system
defined as "the process required to upgrade the genuine educational and skilllevels of the population at large".
13. '!he DepartIDer:;; of Non-Formal Education within the Ministry of Education isre~ponsible for all adult education, the National Adult Education Centre
and the National Women's Education Centre having the responsibility for implementation in the field.
14. The National Adult Education Centre is now producing a new curriculum whichincludes Science, Social Sciences (Geography, History, Community Life,
Family Life EducationL f:Iathematics and Somali language. '!he approach is nrochmore functional than the previous ourriculum, and definitely more relevant tothe way of life and oultural bacl~ound. of the population (see Annex VI).
(c) 'Ibe Multi-Purpose Community Education Centres
15. So far~ the r1inistry of Education has been concentrating on the more formalapproach in its adult education classes. However, three nrolti-purpose
Comnunity Education Centres hav~ been opened in the nanadio resettlement areas~
and seven more should be opened in 1977, most of them in the vicinity of thecapital cities of the regions (Gardo~ Galoaio, Giohar, Qoryooley, Ba.ydhaba~
Kiss~aio and maybe Burao).
16. Apart from literacy and post-literacy, Somali language and socio-politicaleducation, emphasis will be plaoed on hygiene~ health and skill training.
Depending on the location~ these skills oould be woodwork~ metal work, electricity~ carpentry and joinery, houseorafts~ etc.
(d) Other Regional Centres
17. In addition~ nineteen Women's Education Centres are operated by the Ninistryof Education with financial assistance from the Ministry of Interior~ and
seven nomadic centres are reported to be in operation. Mention should also bemade here of the fifteen Regional Information Centres under the Ministry ofInformation and National Guidance which provide education of a more ideologicalnature.
18. The main problem is that the centres are unde1"Staffed at both national andregional levels. At the National Adult Education Centre l new teachers have
been recruited .. but they themselves need tra1ning~ most of them having no previous experience in adult education.
- 5 -
19. In the regional centres, too few people have the necessary qualificationsor have received adequate training, although considera.hle efforts hava been
made to remedy the situation.
(e) The l{ati.9nal Adu~t Education Cep.tr~ (NAEC)
20. The NAEC is responsible for the training of adult ed.ucati0n staff andinstructors, for the development of curricula ~~d tests, for the prepara
tion of textbooks and for ~valuation.
21. Since May 1976, the Centre has had the additional rest",onsibility of preparing and producing radio programmes for adult education classes.
22. Over the past twelve ffiC'nths, the NAEC has organized and conducted threeseminars (NoVe!TlbelYDecember 1975, Febl'Uary/rtArch 1976, April/June 1976)
involving a total of more than 1,000 people and dealing with such subjects asliteracy instruction, Somali language, hygiene, loadership, skills.
23. The Centre receives technical and financial assistanoe frDm the GermanAdult Education Association of v/est Germany, and a very cOOlpetent and dsdi..
cated specialist, r~. ~anfred Wehrmann, is attached to the Centre. His oontractis due to expire in December 1977.
24. The NAEC also receives assistance from Unicef, which has already allocatedU.S. ~l5,OOO in its 1976-1977 programme to assist With the implementation
of the educational radio project.
(f) Ed~cational Radio
25. Between 1973 and. 1976, regular educational radio pl.'ograImles were broadcastfive times a \'leek, mainly for the participants of the Rural Development
Campaign. 'Ihey covered such subjects as grammar (Somali language), spellingand oral expression.
26. Early in 1976, the Government decided to launch a series of radio programmesto support the adult education campaign. '!he new series started on 2 May
1976 on the basis of three 15-minute programmes a day (With two 5-minute musicalbridges) broadcast five times a week bet'deen 6.30 and 7.25 p.m. Some of theprogrammes were repeated on Fridays and Saturdays at the same time.
27. Two subjects were tree.tOO in that series: Somali language and GeneralKnowledge (Hi~tory, Geography# Science).
28. The progranunes were graded at three different levels corresponding to thethree years of basic adult education planned by the Ministry of Education.
Grade I programmes were al~~ys broadcast between 6.30 and 6.45 p.m., Grade 11programmes between 6.50 and 7.05 p.m. # and Grade In programmes between 7.10 a.11d.7.25 p.m.
29. Between ~.'lay and September 1976 fifteen new programmes were thus producedevery week by only three members of the NAEC staff (two graduates and o~e
non-graduate teacher).
30. Th~ main problems were: the lack of staff training and experience ineducational radio; the overload that the production of so many progran~es
represented for these three teachers who had to be resource persons, producers,script-~~iters and presenters at the same time; the absence of ancillary materialto support and complement the programmes; the lack of training of the clasninstructors themselves; the lack of a feedback system.
- 6 -
31. Besides. up to July 1976 the programmes Here broadcast on short-wave lengthsand reception was often very poor. The Centre did not have radio receivers
of its own and had to rely on privately-ottned sets or receivers located inestablished local centres.
32. But the main dral'lback l'TaS probably the fact that the radio station kept onbroadcasting these programmes long after the academic year was over. and
that it is therefore very doubtful whether they reached any audience at all.
(g) The Soma~i Broadcasting Service (SBS)
33. '!he Somali Broadcasting Service has two radio stations in operation inHogadishu and Hargeisa. A study has been carried out on the feasibility
of installing a television station.
34. Radio r·'Io~dishu broadcasts on SW in the 31 and 49 metre bands (9.585 and6.095 MHzY with two 50 m" transmitters. and.. on MW. on 320 and 312 metres
(936 and 063 KHz) with two 75 KW transmitters l'lhich became operational in July1976.
35. Radio Mogadishu broadc1'\sts on f.Jtl from 6 to 8 a.m. (7 to 9 a.m. on Fridaysand holidays).. and from noon to midnight. '!he coverage 1s rather satisfac
tory. particularly after 5 p.m.
36. Radio r!jogadishu has two recording studios and two broadcasting studios(one of the latter is also used part-time for recording) .. plus one emergency
s':;,udio at the transmitter location. Two additional studios are to be built in1977 with the assistance of the Federal Republic of Germany. and another twomight be added in 1978.
37. Radio P"!D~-.1~., in t.he nor1)h~rn part of' the camtr,v .has one 5 IDPl and onelO RVl ~ransmitter broadcasting in the 25 and 41 metre bands (7.160 and
11.660 MHz). A 25 m'! I'-tl transmitter should become operational in 1977. RadioHarge1sa has two studios but is definitely understaffed.
38. '!he overall programme output on both radio stations is now 30 1/2 hoursper day.
39. The Somali Broadcasting Service produces and broadcasts a number of educa.tional programmes which oome under three main headings:
.. Eduoational programme~ (Questions and Answers, Do you know. Children'sprogralllfilC. Know your judiciary system. Family r-1agazine, etc.);
- Ori~:t;.tat1on progpammes. (Youth. Socialism.. Public Opinion, Physioal Education .. Political Understanding.. etc.);
- Economic pro~es (Eoonomics. Work and workers. Agriculture,~vestock.. etc.~
C. NEtv PERSPEC'l1J:VES
40. 'Ibe C'onsultant spent some time assessing the existing situation and discuss-ing the possible approaches and avenues for future action. In se doing,
he arrived at a number of conclusions which were acoepted by the Director ofNon-Formal Eduoation and the Director of the NAEC. These oonolusions can besummarized as follol'ls:
- 7 -
(a) ~.!£U~~
41. A ne~ cu~riculum needs to be developed in order to produce programmes of affi01:'e functional T.Iature releva.'1t to the audience needs. Tais le being done
tfith Hr. \'lehrmann' s assistance (see above ~ paragraph 14).
Cb) Tra1n:t~
42. Only three staff members had been involved in the production of radioprogrammes ~ and they had received very 11ttle training. Twelve new teacher:
having Joined the Centre in October 1976~ it was decided to organize a Seminaron Educational Radio followad by a Training Course in RP.nio Pronuction dl~ing
the consultant's mission.
(c) ~ Programmes
43. It w~s felt tha.t~ due to the changes in the c'..lrriculum and the pressures011 the three staff members involved in ra(:10 proo.ue tion, it \'rould be ~'Tiser
to stop producing educational progr~~s for same time~ at least until the Centr£had the receivers provided by Unicef and some kind of feedback system could bearranged.
44. In view of the fact that two staff members were to be granted two-monthUnesco fellowships in December-Jar.uary, it ~ms agreed that:
- a first phase. would start in April 1977 with Unicef assista..'1ca, whichwould cover a 4-month period (April/July 1977) and involve a minimum of100 controlled groups;
a s,eeond phaec would cover the plSriod from November 1977 to July 1978 andwould correspond to the implementation of the Third IDA Project* ~ witha minimum of 2 ~ 100 groups.
D. IffiAINING
45. In agreement with the authorities and in accordance with the terms ofreference formulated by Unesco, the consultant devoted much of his time
to training.
46. Several types of training Here needed:
- a review of the problems posed by the utilization of radio for educationalpurposes (seminar);
- more specific training in radio production (training course, nationallevel);
- training of instructors in utilization (training courses, regionallevel) •
(a) Seminar on Educational ~.dio (~6 to 20 October 1976)
47. \Vith the assistance of the NAro .. the consultant organized and conducted aone-week seminar on educational radio which was attended by 22 persons:
17 members of the NAEC staff; 3 offic~rs from the Curriculum Office (inoludingthe Director of that Office); and 2 from the S~ali Broadcasting Service.
* IDA, International Development Association
.. 8 ..
48. 'Ibe seminar comprised a series of lectures followed by question-and-answersessions and plenary discussions. The lectures covered the following topics:
canmunication;the educational media;radio: strengths, weaknesses, impaot;various types of radio programmes;programme and production planning;ancillary materials;reception and utilization;feedback and evaluation.
49. In order to alleviate the language problem and provide the partioipantswith basic information, 1n written form, the consultant prepared and circu
lated beforehand a 22-page docQ~ent in English that covered the topics dealtwith in the lectures.
(b) Training Course in ~J.o Pr~'!2i!9!! (}O October to 25 November 1976)
50. Due to various constl'aints, particularly the neoessity of producing the newcurriculum within a short period of time, the Training Course in Radio
rroduotion had to be broken down into two phases.
51. Phase I, from 30 October to 7 November 1976, was devoted to lectures, discussions and exercises. PEase 2, from 13 to 25 November, involved the pre
paration, scripting and production of four experimental programmes l"hich werediscussed later, then tested in the field.
52. '!be Training Course in Radio Production wa.s attended by 13 persons: 11members of the NAEC staff and two officers from the Somali Broadcasting
Service (one of them, r·1r. Abdi Idriss Duca.ale, is ourrently in charge of theeduoational programmes in Radio foogadishU).
53. Phase 1 oovered. the following topics:
sound communication channels;technology and broadcasters;writing for radio;interviews;discussions;talks and dialogues;magazine and feature progranmes;drama.
54. '!he practical part included demonstrations, exercises in adaptation, scriptwriting, presentation techniques, etc.; examples of news items, reports,
interviews, panel discussions and other types of programmes. It also inoludeda visit to the studios of Radio Mogadishu.
55. As in the case of the seminar, the oonsultant prepared a document in English.'Ibis 2O-page document covered. all the items dea.lt with during the Training
Course. Unfortunately, due to a shortage of typists, it oould onl~r be completedane.. distributed towards the end. of the oourse.
56. With the consultant's agreement, the Director of the Educational Progranmesof Radio Mogadishu decided to have the document translated into Somali and
to distrirote copies to all members of his staff.
- 9 -
57. li'~~ Phase 2, the participants were divided into foor workshops or workinggroUPSI eaoh being responsible for the production of an exper~tltal pro
gramme and its aoccxnpeny1ng material (teacher t S guide and atudent t s workf>heet).
58. The following experimental programnes were produced:
Gro'~
Qroup B
Group C
G~.JP D
~lathematics
Somali language
Science
Sooial Scienoes
Averages
Letter-writing
Eating habits .
Somali exports
59. These programmes were tested in the field, first in the agriculturalresettlement area of KutuwaareYI then in three adult education classes in
and around the seaside town of Merca, in orrJer to study audience reactions inthree different types of envirvnments: urbanI rural nnd noraadic. In general,the response was very encouraging. However, a number of problems were identified·
60. 'lhe way the progrc'.lll?1es were designed favoored a purely passive attitude ofthe audienoe, and the need was felt for the inv0lvement of -the teachers and
the 2!!1.tgipat12!!. of the students in the programmes (by way of questioning, ete.)
61. The programmes were not 'laried enough in their approaches, hence a certainmonotony which could generate boredan or at least lack of attention. There
was an obvious need. for a yarietl of approaches (skits" interviews, dialogues,etc.) and the use of attention-catcher~ (quiz, games l etc.).
62. As had been emphasized throughout the Training Coorse, radio, and particularlyeducational radio, is the art of !!.PEtition: "Begin to say it. Say it. say
it again. Say what you have said. 11 'lhe lack of repetition was in fact the mainoomplaint voioed by the listeners during the testing sessions.
63. Not enough consideration had been given to timiMI a.."1d tile experimentalprogrammes varied in duration between 10 and 17 minutes. Because of trans
mission constraints, it was suggested that all future progranmes should be notless than 1} 1/2 minutes and not more than 14 3/4 minutes.
64. In view of these problems and drawbacks, the consultant suggested to theDirector of the NAEC that the groups be given another try at it l and be
offered a ct~ce to revamp and improve their experimental progre~s or toproduce a new one. This was done between 30 November and 15 December 1976.
(0) Fellowshi~
65. Prior to the consultant's arrival l Unesco had agreed to the principle ofsending t''10 Somalis on short-term fellm"1ships in order to study the use of
radio for post-literacy and adult education in other countries. The Governm8ntof Somalia eventually selected f1essrs. Yassin Raji f'1ahamud and Iamail Mumin Aar,both graduate teachers and members of the NAEC staff # who had been involved fromthe very beg:l..nning in the production of educational radio programmes for adults.
66. For various reasons - one being that they had also been seleoted to attendthe seminar and the Training Course organized by the Unesco oonsultant
the fellows could not leave Somalia until early Deoember 1976.
67. Unesco finally arranged for the two fellows to spend one month in Tanz~"'J.lal
mainly with the literaoy project in Mwanzal and then another month in ~;:!ba.
At the time ot" writingl the CUban programme had not been finalized.
- 10 -
68. In spite of numerous problems .. the two fellows eventually left for Tanzaniaon 5 December 1976.
(d) Training in utilization
69. Due to the comparatively short duration of the mission .. but mainly tolanguage problems .. it soon became evident that the consultant oould not
undertake to conduct himself direct training of instructors in group utilizationof radio programmes, but the subjeot was dealt with dUring the seminar.. a Wholesession being devoted to it (see seminar document .. pp. 16 to 19).
70. Emphasis was again plaoed on utilization during the field tests, and thiswas discussed \'lith each group separately during the critique sessions that
took place after the tests.
71. 'Ibe suggested pattern was basically the same as the one recanmended in theProposals for the Third IDA Project, viz.:
5-10 minutes15 minutes30 minutes
E. EQUIPMENT
(a) Unicef
PreparationBroadcastFollow-up
72. As mentioned above .. Unicef had already allocated U.8. $15..000 to assist ~dth
the implementation of the educational radio programmes. In that connexion,the consultant had meetings With Mr. 1-1alcolm Kennedy.. Unioef Resident ProgrammeOfficer.. the Director of the NA];C and Mr. \'lehrmann in order to identify the Centre r sequipment needs.
73. Taking account of possible assistance from Unesco.. of the plans for theThird IDA Project and also of the time factor, it was agreed that Unicef
would be expected to provide the kind of equipment that was most urgently neededas its funds were already available.
74. Therefore .. Unicef ''1ould be asked to supply the 100 radio reoeivers plannedfor Phase 1 (see above, paragraph 44). 'Ibe main problem.. however, l'18.S and
still is that of the radio sets. 'Ibe consensus was that the receivers to be usedin the field by adult education reception groups should have the follOWingcharacteristics:
dustproof;medium wave exclusively (if possible);AC/fX; (Without adapter);output 2 to 3 \;7 (undistorted).
75. Unicef provided the Centre with a first shipment of 5 SONY 7 R-ll for testingpurposes. 'Ibe conclusion was that these receivers have an insufficient out
put - 750 reM, and only 450 roW undistorted. '!hey are not dustproof and have twoS1,l bands in addition to the lJM band.
76. IT!' is currently developing a new radio receiver along specificationsprovided by Unioef. Its maximum output will be in the region of 1.6 W,
which might be acceptable .. and it should be reasonably dustproof. '!he maindrql"rback of the Somali Adult Eduoation radio programmes is that they will probably not be available until August 1977 at the earliest.
- 11 -
77• 'ilie Proposals for the Third IDA Education Project (Hogadishu, May 1976) donot mention a specific model of reoeiver, nor of radio-cassette recorder,
although it does not quote prioes (U.S. $60 for a radio reoeiver, U.S. tlOO fora radio-cassette recorder).
78. '!he radio sets currently on the market t1w.t boast a m:1nimum output of 2 Ware rather sophisticated, with several ~~ds including Ft~, ~~d are expensive
usually between U.8. ~70 and 80, duty-free prices.
79. From the consultant IS experience, there is a crying need in the developingworld for a sturdy, foolproof, no-nonsense type of radio receiver answering
the specifications mentioned in paragraph 74. It is su~sted.• .:t~t Une~.co stug.ycarefully the results of the test,;:;. ~in& conducted b.l. t[nicef with the IT!' proto~. If they were not totally satisfactory in terms of output and weatherproofness principally, then it might be useful for all the United Nations agencies can:to get together and contact various commeroial firms with a view to prOOlotingthe design and manufaoture of such a set at a very low price. '!here would certainly be a market for hundreds of thousands, even millions. of receivers ofthat type.
80. In the meantime, and bearing in mind. that the I'IT prototype will not beready in time for Phase 1 of the Projeot, Unicef might have to resort to
existing models like the BONY ICF-lll B which is weatherproof, although itsmaximum output is only 1.1 vI.
81. It was also agreed that Unicef would explore the possibilities of providingthe Centre with a tape-deck offering satisfactory playback ~Jd recording
facilities (AKAI 4000 DB or eqUivalent). and with Super 8 mm. e~ui!YMnt for theshooting and editing of simple training films.
(b) Unesco
82. During his mission, the consultant ,'las informed by the Literacy and RuralDevelopment Division of Unesco that the Organization would be in a position
to put at the disposal of the Somali Government (Ninistry of Education) a sum ofU.3. ~plO,OOO in order to assist the adult eduoational radio project.
83. 'Ibe consultant had meetings with the Dtrector of Non-Formal Education andthe Director of the NAEC in order to identify the needs in equipment. It
was finally agreed that assistance would be sought in the follOWing areas:
(1) productiQu of ancillary material;(11) radio production;(iii) supervision of reception groups in the field.
8~·. Consequently, a request was prepared and dispatched on 16 November 1976,conoerning the follOWing:
10 manual typewriters;
1 eletronic stencil scanner;
1 portable tape recorder;
6 "traillf motorcycles.
85. Due to local import restriotions, and/or oonsiderable differences in F·"i.ces,the Somali Goverrunent requested, and the consultaut recoomended, that C'-:'l
~hese items be ordered directly from the manufacturers and shipped to Soma· '3..At the time of writing, it is not known when the equipment will be availab:.·.·, but,:,t is reasonable to assume that it will arrive in the country during the 50.-;000
~ua.rter of 1977.
- 12 -
(c) British Council Training Kits
86. llie consultant felt the need for some material to support and complementthe training done during his mission. He therefore had talks with the
Administrative Officer and Vice-Consul at the British Embassy in f.1ogad1shu"Hr. Nichael Dalton-Stirling. regarding the radio training kits produced by theBritish Council. After exploring various funding possibilities. it was finallyagreed with Mr. Wehrmann that the German Adult Education Association ProJeot wouldpay for the kits" which were ordered immediately. and should arrive before the endof December 1976.
87. 1he training kits ordered were the following:
!(1t 3 - The illusion of reality;
Kit 4 - lolfriting for talking;
Rit 5 - Dialogue and drama;
Kit 6 - ~rosic in educational radio;
Kit 7 - Producing the programme;
Kit 8 - Editing.
F. RECOf.1MENDATIONS
(a) Radio Production
88. A close study of the existing production conditions as well as of the resultsof the field tests lead5 to the following recommendations:
(i) Careful planning should enable the future radio production unit toproduce the programmes at least tt'lO months ahead of transmission.
(ii) Similarly" the unit should be in a position to distribute theanclllan material well in advance.
(iii) Attention should be given to the preparation of the programmes Withemphasis on careful timing and preliminary rehearsals.
(iv) An effort should be made to introduce more variety lnto the progranmes(see a.bove" paragraph 6J.).
(v) Although radio production is the result of team t'Tork" there is needfor a producer to co-ordinate the preparation and production" andgive directions to the studio operator.
(Vi) 1here is an urgent need for a pool of tyPists in omer to producethe scripts. the instructor's guides and the student's workbool~.
(Vii) Taking account of the relatively low standam of the teaching force"carefully prepared anCillary material is a must.
(b) ~frastructure
89. vl1thout underestimating the problems of staff (quantitatively as well asqualitatively)" it seems necessary to make a particular effort to equip the
NAEC with a well-structured radio production unit as shown in the following chart:
NAEC RADIOPRODUCTION UNIT
CO-ORDINATOR/PRODUCER_l
,FEEDBACKANCILIARY J AND EVAIDATIONPRODUCER
MATERIALOFFICEREDITOR/WRITERIr--- I
I
ISCRIPT-WRITERTRAINING
t:SCRIPT-WRITER SCRIPT-WRITER
PRESENTER ANCILIARYOFFICER
PRESENTER PRESENTERMATERIAL
IDISPATCHER/WRITER
-I
- - .ANCILIARYMATERIAL
WRITER
POOL OF 3 TYPISTS
PRODUCTION MEETINGS:
Co-ordinator
Producer
Ancillary Material Editor
Feedback/Evaluation Officer
- 14 -
(c) General Approach
90. ..\lthough the responsibility for the production of the adult education radioprogrammes will lie with the NAEC, it seems essential that interministerial
co-ordination be achieved at both national and regional (and local) levels".
91. At the national level, this co-ordination is neoessitated by the more func-ti.onal charaoter of the ourrioulum. 'iliis is true for the adult eduoation
programne as a whole and not only for the radio programmes. 'ilie Centre will haveto tap the resouroes, and need the advice, of various ministries and agencies(health, agriculture I livestock, etc.).
92. Similarly, at the local level, the assistance of extension workers, veterinaryand health offioers, etc., will be needed L~ order to complement and enrich
the teaching given by the 100801 instructors and. the radio programmes, and to helpthe instructors to adapt the educational message to local conditions.
93. It 1s reoormnended that the Somali adult education radio programmes adopt anapproach similar to the one expressed by the slogan of the pioneer Canadian
Radio Farm Forums: "Listen, Discuss, Act". Action at the local level should bethe final objective of the pros,:rannes.
94. Although the present policy is to utilize radio as a support for the adulteducation drive, one oou1d also envisage using radio to support expanded
literacy and post-literacy activities. It could also be used for motivationalpurposes.
Cd) Phase 1 (April/July 1977)
95. 'Ibe academic year for adult eduoation in Somalia covers the period fromNovember to July, with a two-week break in l·larch. Due to the fact that the
radio reoeivers to be provided by Unicef can hardly be made available beforeFebruary or l1arch 1977, and also that two of the graduate teaohers involved sincethe beginning in the radio pl"ogrammes have been granted Unesco fellowships and arenot due back until early February, it is recommended that Phase 1 starts afterthe t-1arch break and cover a period of four months (April/July 1977).
96. Unicef being able to provide about 100 radio sets, Phase 1 will be based on100 pilot groups, i.e. approximately 2,000 people. 1I'1a.ny more \'lil1 probably
be reached in actual fact, but regular feedback can be obtained from these controlgroups to be organized in various types of environments. This will enable theunit to evaluate the overall project in terms of reception, utilization, timing,distribution of ancillary material, etc.
97. Discussions held during the seminar led to the oonolusion that the ideall'lould be to try and cater for three categories of people: nomadio, rural
and urban populat1ons. The following sohedule was suggested:
Nomads
Rural population
Urban population
1 to 2 p.m.
5 to 6 p.m.
7 to 8 p.m.
98. In this perspective, it is suggested that Phase 1 concentrate on Grades I andn, and that during the 17 weeks between 2 April and 28 July 1977, six nel'l
15-minute prograrmnes be produced per grade and per weel~, i.e. a total of 20 newprogrammes for the period considered.
99. Eaoh of these programmes will have to be broadcast three times in order tocater for the different categories of population mentioned above.
- 15 -
100. 'Ibe following schedule is suggested:
1/1:15 1:15/1:30 5/5:15 5:15/5:30 7/7:15 7:1511:l~SA'IDRDAY Cl C2 Bl B2 Al A2--SUNDAY Dl D2 Cl C2 Bl B2
MONDAY El E2 D1 D2 Cl C2
'lUESDAY Pl F2 El E2 D1 D2
w1:IDNESDAY G1 G2 Fl F2 El E2
THURSDAY Hl H2 G1 G2 Fl F2·
(Each letter represents a different programme# the number indicating the grade)
(e) Phase 2 (November 1977/July 1978)
101. Phase 2 is based on the assumption that the 'Ibird lOA Education Project isto be started during the second half of 1977. By the end of October 1977"
it is hoped that the 2,000 radio receivers included in the Project (1,200 radiosets and 800 radio-cassette recorders) will have arrived and be distributed.*There will then be a minimum of 2#100 groups# i.e. approximately 40,000 to45,,000 people. It is suggested that, among these 2,100 groups, about 100 becarefully selected as representatives of various environments, activities, socioeconomic and cultural backgrounds, etc., in order to provide a continuous feedback flow. This seleotion could be made on the strength of the results of Phase 1,and of course sane or even most of the original oontrol groups could be retainedfor that purpose.
102. It is suggested that Phase 2 provide progranmes for the three grades onthe basis of eight new programmes (15 minutes eaCh) per grade and per week.
Taking account of the two weeks' break in March, the academic year covers 37weeks. 'lherefore, 296 programmes will have to be produced for each grade, viz.a total of 888 programmes for the three grades.
103. It is worthY of note that the curriculum is based on a total of 900 teaching periodJ for the three grades together, which means that the whole curri
culum can virtually be covered by the radio programmes.
104. If the response to the programmes produced during Phase 1 has been favourable,thmthese progranrnes could be utilized again during Phase 2, bringing do\'m
to 684 the number of new progranmes to be actually produced.
105. 'Ibe same basic schedule mentioned in paragraph 100 could be followed, unlessfeedback information collected during Phase 1 indicates otherwise.
* See in Recommendations, paragraphs 120-121, an alternative to these,roposals.
- 16 -
106. Eaoh grade will meet four daY8 a week w1th two 15..minute prosr&llllD88 and willhave a ohoioe between three different time-slots:
Grade I
SA'lURDAY and 'IUESDAY 1/1:30 5/5:30 7/7:30SUNDAY and WEDNESDAY 1:30/2 5:30/6 7:30/8Grade nSA'lURDIlY and 'IUESDAY 1:30/2 5:30/6 7:30/8MONDAY and THURSDAY 1/1:30 5/5:30 7/7.30Grade III
SUNDAY and WEDNESDAY 1/1:30 5/5:30 7/7:30MONDAY and THURSDAY 1:30/2 5:30/6 7:30/8
107. The overall sohedule is shown in the ohart below:
I
If 1/1: 15 . 11:15/1:30) 1:30/1:46 1:45/2 )5/5:15 i 5:15/5:30 5:30/5:45 15:45/6 . ~.7Ij:15 r.
17:45/8;; , I. T' If . !7:15{7:30 1?:30~7:45
11SAT 11 E 1 F 1 E 2 F 2 C 1 o 1 C 2 o 2 A 1 B 1 A2 B 211
11
::ii
SUN11
E 3 F 3 G 1 H 1 C 3 o 3 E 1 F 1 A 3 B 3 C 1 o 111
11!!1111
MON 11 G2 H 2 G 3 H 3 E 2 F 2 E 3 F 3 C 2 o 2 C 3 o 31111I111
ii11
1'UE 11 I 1 J 1 I 2 J 2 G 1 H 1 G 2 H 2 E 1 F 1 E 2 F 2111111
"WED 11 I 3 J 3 K 1 L 1 G 3 H3 I 1 J 1 B 3 F 3 G 1 H 11111I.11
I!nru 11 K2 L2 K3 L 3 I 2 J 2 I 3 J 3 G2 H 2 G 3 H 3
I1!!11
- 17 -
108. '!he suggested planning schedule for the Radio Production Unit in the next18 months, viz. until July 1978, is to be found in Annex II.
(f) Feedback
109. In order to a.ohieve the best possible results and improve constantly thequality and the impact of the programmes, it is imperative to establish a
reliable and systematio feedback system.
110. 'Ibe necessary partnershi,2 between the radio producers and the receptiongroups (instructors .§llii students) can be achieved through training (regiona~
seminars and training sessions) as well as regular visits of producers to thereception groups, of instructors to the Centre, etc.
111. Basic information on registration and attendance should be kept up to dateas in any type of adult education learning activity. 'Ibis can be achieved
by means of a register to be kept by each instructor and checked by the supervisor on eaoh of his visits. Suggestions for such a register can be foUnd in
*Annexes Ill, IlIA and IIIB.
112. ~J!P.ervision of reception groups has to be implemented through a number oftravelling officers who should be able to visit one or several groups
every day and give them all necessary information and advice in addition to theirregular supervisory duties.
113. In order to keep constant track of programme impact and student response,it has already been suggested (see above, paragraphs 91 and 96) that the
Centre select 100 oontrol groups in various types of environment. Regular feedback should be obtained fran these control groups, for instance by means of reportoards to be colleoted by the supervisors or forwarded to the Centre some way orother (mail, etc.). A suggested format for such a report card can be found inAnnex IV.
114. In the proposed infrastructure (see above chart, paragraph 89), provisionhas been made for a minimal Feedback, Evaluation and Training section with
a Feedback and Evaluation officer and a Training officer. 'Ibe former shouldtalce part in all production meetings along with the Co-ordinator of the Unit, thesenior Produoer and the senior offioer in charge of Anoillary material (Editor).
115. A basic programme and production planning chart is to be found in Annex V.
(g) Summary of the follow-up to the oonsultant's mission
(i) Unesco fellowships (December 1976/January 1977)
116. Two graduate teachers, members of the HAEC staff, were granted two-monthfellowships under Unesoo regular progranJl1e. '!hey will visit Tanzania and
Cuba, studying the use of radio for adult education in those two oountries.
(ii) British Council Radio Training Kits
117. The six kits ordered will help the HAEC in supplementing the training inradio production given by the Unesoo consultant.
(11i) Unesoo equipment (U.S. $10,000)
118. Under Unesco's Regular D.ldget, a sum of U.S. $10,000 has been allocatedto Somalia for the purchase of the following items (Which should arrive
* See also Appendices in ItRadio bFoadoasting serves rural development" ~ Unesco1965.
- 18 -
in the second quarter of 1977): 10 manual typewriters; 1 electronic stencilscarmer; 1 portable tape-recorder; 6 trail motorcycles.
(iv) Un&c,f.,*"s~,!.apc~
119. Under its special assistance progranme (SAP) for 19r6/1977~ Unicef is toprovide U.8. $10~OOO worth of equipment, viz. 100 radio reoeivers, a tape
deck and 8uper-8 ll1n. equipment. Another U.S. $15,000 has been earmarked for thepurchase of printing equipment and material.
(v) DJ.fJ'2 ZM ~eattOPn P:roJe?~
(a) E9.~:lipt!en_~
120. In the Proposals for the Third ID!>. Education Project, mention is made of800 radio-cassette recorders to be purchased in addition to 1,000 radio
receivers. Radio-cassette recorders are more sophisticated and more complex thanplain reoeivers; they are more liable to breakdowns, require more technical knowhow to operate and to repair, and the lifespan of the batteries is likely to bereduced to 4 to 5 hours only. Besides, the utilization of radio-cassetterecorders implies that the instructors can be available at broadcasting timein order to record the programmes.
121. If the Ministry of Education can obtain the three different time-slotssuggested. above, then the need. for oassette-recorders in addition to
receivers will be less e'lident. It is Sl.lggested. here as an a1temative that themoney allocated to the purchase of receiving equipment (U.S. $157,000) be utilized for the purchase of radio receivers exolusively~ viz. approximately 2~600
sets in all.
122. Besides, in the Proposals, it was also suggested that tt'10 open-reel tape-reoorders be purchased. In view of the fact that the NAEC has already a
portable tape-recorder provided by the Geman Adult Eduoation Association, andthat another one is to be provided by Unesco, it is recommended that the U.8. $2~OOO
earmarked for that purpose be utilized instead to buy more radio receivers.
(b) Cop-sultants
123. Aooording to the Proposals, the Third IDA ProJeot 1s to provide technicalassistance in the form of oonsultant services (6 ~m) and fellowships
(study tours, 2 m/m). As a total of 4 rnan/months has a.1ready been provided byUn.esco for study tours, it 1s recormnended that the sum earmarked for that purpose(u.s. $4,000) be utilized for additional consultant services. It 1s also recommended that two consultants be recruited for three months each, at least, preferably for the period October/December 1977 if Phase 2 is to start November 1977.
12l}. Both oonsultants should have a solid background in radio production, mainlyeducational, and working experience in developing countries. Fluency in
English is essential, and a basic knowledge of Italian an asset. The radio seotionof the British Council could be approaohed with a view to making a pre-se1eotionof candidates.
125. It is recommended that the following consultants be recruited:
A consultant in radio production (educational) with emphasis on sor1ptwriting. He will provide on-the-job training for the staff of the NAECRadio Produotion Unit.
- 19 -
A consultant in utilization and feedback. He will have to assist intraining reception grou"'P1Ii'structors 1it"uti11zation (mainly in the field).and will help the NAEC organize a feedback network. and distribution ofancillary material.
(vi) Other Assistance
126. Both the NAEC and the \tlomen's Education Centre need more assistance. parti-cularly in curriculum development and in training of personnel. It is
therefore recommended here that possible sources of funding be explored in orderto recruit two consultants for a duration of 4 to 6 man-months each. viz. a totalof 8 to 12 man-months.
127. Both should be specialists in non-formal education approaches and. techniquesin developing countries. preferably familiar With the organization of opera
tional seminars. '.Ibe consultant for the \'lomen's Education Centre should of coursebe well versed in women's education. including if possible some form of vocationaltraining and also family life education.
- 20 -
ANNEX I
SCHEDUIE OF THE r,rrSSION
n
Sunday .. September 19 First contacts (UNDP, Government authorities)to Thursday - September 23
Monday .. September 27 Analysis of the situation (curriculum, infra-to Thursday - October 7 structure, radio programmes, co-operation With
broadcasting authorities, etc.)
Preparation of document for Seminar on Educa-tional Radio
Saturday - October 9 Discussions on curriculum and radio programmesto Thursday .. October 14 Preparation of Seminar
Preparation of document for Training Coursein Radio Production
Saturday - October 16 SEMINAR ON EDUCATIONAL RADIOto Wednesday .. October 20
Saturday - October 23 Study of curriculumto Thursday .. October 28 Preparation of overall planning for Radio
Production Unit
Saturday - October 30 TRAINING COURSE IN RADIO PRODUCTION (Phase 1):to Sund.ay - November 7 lectures, demonstrations, practical exercises
Monday - November 8 Curriculum for adult education classesto Thursday ... IIovember II Preparation of forms and registers for feedback
and supervision of adult education classes
Saturday .. November 13 'ffiAINmG COURSE IN RADIO PRODUCTION (Phase 2):to Thursday - December 2 workshop activities, production and field-
testing of experimental programmes
Study of conditions of reception and utilizatioin the field
-Saturday - December 4 Final discussionsto Tuesday .. December 14 Writing of report
Annex 11
1976
NAEC RADIO PRODUCTION UNIT PLANNING SCHEDULE
(October 1976/July 1978)
1977 1978
Syllabus
National-seminars
RegionalseminarsDistricttrainingGrouporganisation
Publicity
Experimentalprogrammes
Radio scripts
Radiorecordings
Broadcasts
Ancillarymaterials
Distribution
Feedback
Evaluation
Part-timeactivity
D J F M A M J J A S o N D J F M A M J J
••Full-timeactivity
Full-timeactivity
Firs't page
ANNEX III
RADIO GROUP REGISTER
Regis'tra'tion
============-============================
~ of Group
Dis'tric't
___-- Village (or 'town)
______--------- Region•
I
C\lC\l N- Naae of s'tuden't (~ full) Sex Age Address or par'ticulars Signa'ture
etc.
======================================Following p.ges (1 page per student)
ANNEX rH A
Individual Registration N°
RA 0 I 0 GROUP R E GI S T B R
Naae of student (in ~ull)
Born at
Marital status
on
Nuaber ox wives
Sex
N\aber ox children (living) under 15 ___ over 15
Schooling PriJlary School ____ years Intermediate School _____ years Other
OCcupa1:ion Main occupation Secondary
SocietY'. I group, co-operative,etc. ox which 'the student is a a.-ber :
Address or particulars
_______________________________• • --._-0 _
second ha1£
ANNEX In B
,--
RADIO GROUP REGISTER- - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - -- - -
N- N_ o~ s'tuden't (in hl.1) Date of prograDDe-.---~-~- - - -- ---- --
-
.
X Present
o Absen't
e'tc.
ANNEX: IV
Name of class
REPOIn' CARD
Village (or town) _
District _ Region _
Date of programme
Number of students present M _ F _ Total _
Meeting started at finished at _
f\)\Jl
1UninterestingInteresting _1 /1Irrelevant
Poor _1_--<11 :
Poor ~/_--JI
Slow / I
Fair L JRelevant I :7
Fair I . 7Okay _L_-JI
Good _1_....7
Pace
Content of the pro~
Presentation Good ~/_~l
Fast _1_.....1
Reception
2.
1.
4.
5. Interest shown by the students Much interest ,-1 1
6. Points discussed after the broadcast (a)
(b)
(0)
Medium ~/ 7 Little interest ~/_--,I
7. Questions raised (a)
(b)
(c)
8. Action taken (if any)
9. Con:ments on ancillary materials
- 26 -
ANNEX V
PROGRAMME AND PRODUCTIONPLANNING CHART
PROORAMME ~.....PLANNING
~
PRODUCTION ~
,11 J
ANCILLARY RADIO I~ TRAINING OF IJI' ~
MATERIAL PROORAMMES PRODUCTION
! 1PERSONNEL
) ~
CHANNELS OFDISTRIBUTION TRANSMISSION EVALUATION
AND
,lJ RESEARCH\ ~
TRAINING OF ~,
... , -, RECEPTION I' UTILIZATION "PERSONNEL
l
FEEDBACK
SCIENCE
SOCIAL SCIENCE
- 27 -
ANNEX VI
OUTLINE OFADULT EDUCATION CURRICUWM
(Deoember 1976)
Nutrition
Hygiene
Basic Technology
Environmental protection
Poultry
Economics
Geography
History
Total 330 periods
Community Life
Family life education
MATHEMATICS
SCMALI LANGUAGE
Reading with understanding
Oral and written expression
Writing legibly
Grammar
Orthography
Literature
Total
Total
Total
90 periods
210 periods
210 periods
GRAND 'DTAL (for the three grades) 900 periods
