The following community-based radio distance learning system was conceptualised on the basis of a development communication framework whose ultimate objective is people's empowerment through community development and strengthening. Such a framework is useful to guide radio school activities during and after both production and airing. In addition, this framework can provide a model to guide and support activities developed elsewhere in pursuit of a community-based radio distance learning system.
The conceptual framework illustrated below models the system on the basis of content, context, process and format (see Figure 3).
Figure 3: A Framework for a Community-based Radio Distance Learning System
Content refers to the subject matter, the curriculum content, and other relevant materials that are translated into the central message or theme of the learning programme. Content refers to the substance of what is to be learned. These are the ideas, concepts and values that trigger the learning process. The formulation and conceptualisation of the content is highly dependent on the needs and aspirations of the people in the community. The volume of the curriculum is also dependent on the needs and goals of the target clientele based on the results of the expert's research.
Context refers to the analysis of the situation or the environment where the programme is to be implemented. The context presupposes environmental scanning that is inclusive of the people's situation, educational background and capabilities, current problems, issues of interest, aspirations and dreams. Also of relevance is the existence of popular figures and natural leaders in the community, as well as the people's values and beliefs. Basically, the context offers a ‘situationer’ where the needs of the people are first determined and an understanding of the language and culture in the community is moulded. The context is in harmony with the tenet ‘start where the people are’. Chronologically, the context should be studied first, before the formulation or design of the actual curriculum (the content).
Format primarily refers to packaging or how the producer packages the content of the message. Format deals with how to transform a dry material into something popular, acceptable and interesting. How to convert a dull subject into something entertaining. Different forms or formats can be used in radio broadcasting to enable different topics to come out in a certain context. Format also refers to how the programme puts into a ‘format’ the thinking and feeling of its audience.
Two types of formatting are generally used:
Concept formats are the result of how communication techniques change perceptions through a play of images. When perception is formatted or changed to fit a particular mould, changes or effects in cognition and emotion follow. Action is not then far off.
Tool formats relate to the packaging of messages as translated into images. Tool formats create images in the mind and heart. Some examples of tool formats include: drama, documentary, public forum, straight news, straight talk, spots, or a combination of these. A distance education radio school should use a mixed format that evokes interest from the audience.
Process figuratively refers to the cement that will ensure the success of the training programme. Education becomes an empowering process when people are able to analyse the data given to them and when they have the ability to formulate decisions following proper analysis. It is when people are able to discover what they know and what they have learned through systematisation of learning that education proves successful.
The process is as important to the retentive aspect of learning as the subject matter. A true evocative and participatory learning process enables the co-operator-student-participant to value his/her worth, experience and life itself. Education is a process of empowering people by ‘giving back’ their respect and dignity. In a sense, it is ‘giving back’ their humanity.
From information, the process goes through an experience-based situational analysis performed by the farmer, as he/she confirms the information in his/her daily observable experiences (see Figure 4). The decision making process then begins. Alternatives are presented by the participant for option seeking. Other inputs are provided by the school and group. It is then expected that once the cognitive (information) and the affective (formation) sides are integrated, the transformation phase ensues. The final output, given the readiness of the participants, is the organised behaviour. The process involved in programme planning and production, from information to formation to transformation is depicted in Figures 4 and 5.
The community-based radio school programme adopts a human systems approach. Coming out of a people-centred, as opposed to programme-centred paradigm, the whole system should be seen as an integrated whole to propel itself in attaining its purpose. People are both the subject and object of a community-based radio distance learning system (CBR-DLS). The system is run by the people and works for the people. The system, therefore, is inherently human and not merely mechanical or technical. It deals with people and ideas, with life. It is a system that is alive, developing and constantly changing.
In this context, the producer and planners not only deal with the packaged technical messages, but also with the physical and social environment and how these are interrelated. The degree of the system's success is very much dependent on the integration of functions of each element or component. All four elements (content, context, process and format) are interrelated and overlap in the production process in more ways than one. Content and process are the more important elements among the four. The content strengthens the process and the process builds up on the content. The format refers to tools, while the context heightens the meaning of the content. The content and the process are two ‘end-products’ that the learner can use in her/his daily life.
Content and process are the two most important elements in the framework. In reality, however, content belongs to the inner core of the framework and is dependent on the context as seen in Figure 3. The process provides the cementing factor between content and context, and the format. The format is what immediately gets in contact with our senses. The format is, therefore, only important as a package to attract attention and create interest so that an image may be formed. What is more important than format is the process that will be created by the education activity and the content. The context attests to the usefulness, the efficiency and effectiveness of the content as transferred to the learner.
Figure 4: Community-based Radio (CBR) Broadcast Process Flow
| INFORMATION | FORMATION | TRANSFORMATION |
|---|---|---|
| Data bank | Affective | Behaviour |
| Knowledge/skill | Decision-making process | Social |
BROADCAST DEVELOPMENT PROCESS OF CBR IN PROGRAM PLANNING AND PRODUCTION
| news & information | analysis | mobilization |
| data | opinion formation | monitoring support |
| hard facts/events | decision-making | reflecting on people action |
| educational inputs | process | program interphasing |
| (planning) | mobilisation |
Recognising content as a vital element in a CBR-DLS framework, several items should be considered in preparing the curriculum (content) for a CBR school. In particular, the following seven items constitute a check-list for CBR curriculum development.
Need-based. The curriculum should respond to the learners' perceived and actual needs and aspirations. The subject matter is best transmitted if the facilitators possess thorough knowledge and understanding about the people being served, their situation, their culture and their perceptions. The curriculum should also be locally specific.
Practical behavioural objectives (social mobilisation). The curriculum should seek to achieve behavioural changes and not merely cognitive gains. It is recommended that behavioural objectives flow toward organisational or social mobilisation to promote community building and nation building.
Economic or utilitarian significance. In order for the audience to appreciate the programme, it must respond to an immediate economic or utilitarian need. Listeners need to realise that the subject matter responds to their basic interests.
Resource Availability. A link exists on the ground between the CBR implementation scheme being studied or proposed and the user's resource availability in the area, primarily at the household level. The applicability of the subject matter to the actual situation of households is dependent on the availability of supporting resources, whether material, technical or human.
Research and Experience-Based. The curriculum subject matter should be well researched. Sufficient experience-based information and application should be available to sustain the programme. Similarly, the subject matter must be technically feasible and possible for application by the target audience.
Holistic Integration of Subject Matter. Different topics in the programme should be integrated into a life cycle or life situation. Since a radio school deals directly with how life is lived, unlike a classroom situation, the curriculum should be holistic in its treatment of the different components of the curriculum.
Clear Messages, Concrete Examples. The curriculum should be concrete and within the scope of the audience's experience. Alienating abstractions, paradigms and concepts must be avoided.
In order to design and implement a community-based radio school, a number of essential considerations must be addressed. These relate to the resources required to meet the specified needs and to the overall nature of operations. Two main sets of issues should be considered regarding the requirements for establishing a CBR school and resource allocation as shown below.
Requirements for establishing a community-based radio school:
Institution or organization (over-all co-ordinator);
Medium (radio station/s);
Clientele (target audience);
Fund/material resource (source of funds);
Team of experts (actual producers);
Linkages (partners).
Allocation of resources:
Administration (management; controls or supervises the project);
Design and production (subject matter presentation, format, process);
Community activity co-ordination (process of feedback to the community);
Monitoring and evaluation (built-in monitoring and evaluation);
Distribution and engineering (variety of broadcasting methods, technical arrangements, number of stations);
Research and development (impact, feedback, suggestions to experts and producers).
