Parents of children participating in El Salvador's educational television program were interviewed in group sessions. While the parents had little specific information about education television, and thus had some fears and misconceptions, their impression of educational television, probably derived almost completely from their children's…

"Instructional television has played a unique role of catalyst for innovation in El Salvador's educational reform. In this case, technology has aided educational planners in conceiving and carrying out systematic changes on a wide scale. With this type of use of technology, developing countries may expect a far greater impact from the new…

Research carried out on El Salvador's Educational Reform project in the first school year that used instructional television (February-November, 1969) is summarized in this report. Focusing on the 32 pilot classes using television, together with 16 other classes without television, chapters include the administrative history of the Reform, studies…

Conventional achievement measurement instruments were not adequate for optimum coordination between classroom and television studio personnel in El Salvador. A more rapid feedback system was tried in 14 seventh grade classrooms. The key factor of this feedback system was that the test results be compiled quickly, preferably within three days, and…

Brief descriptions of the use of television as an integral part of educational reform in El Salvador, Niger, and American Samoa are presented, along with plans for a new project in the Ivory Coast. In these case studies, television is primarily a catalyst for reforms that would not otherwise be likely to occur. These reforms include curriculum…

In 1967, El Salvador initiated a comprehensive educational reform centering around the use of instructional television (ITV) in grades 7, 8, and 9. Other aspects of the Reform included extensive teacher retraining, curriculum revision, and extensive building of new schoolrooms, among other things. The cost of the reform through 1973 will total…

A number of different methods have been used by instructional television (ITV) projects to obtain audience feedback, and some of these are now being used in the ITV system in El Salvador. We know that pretesting programs on a representative sample can bring considerable gains in learning. Another feedback source can be a classroom of pupils in the…

The introduction, costs, efficiency, effect on students and teachers, and problems caused by the installation of instructional television into the El Salvador educational system are examined. (DE)

A detailed account and critique of the 1967 Salvadoran Educational Reform places particular emphasis on the role of instructional television (ITV) and its relation as the pacesetter for the whole educational system. It discusses foreign assistance through UNESCO, The World Bank, US/AID and Japan, and comments on several feasibility studies. In…

A survey, presented in looseleaf handbook format, reviews a number of ideas about educational development, technology, change, and the improvement of learning. Its primary focus is on the situation in developing countries. The materials presented are largely descriptive--going from theory to planning, and then on to case studies of educational…

The educational reform effort begun in 1968 in El Salvador is described in both English and Spanish. The first stage was aimed at alleviating the bottleneck in the school system at the junior high school level. Although the technology of instructional television was the most visible and highly publicized element of El Salvador's educational…

A number of preliminary research findings from the El Salvador Television and Education Reform Project's first year (1969) are reported. Results for student achievement and aspiration gains in television classroom as compared to traditional controls are encouraging, but detailed analysis is necessary, as well as better control of student…

Several evaluations of a major national reform of secondary schools in El Salvador emphasizing the adoption of an intensive educational television system were previously undertaken. They are used here to illustrate key issues and problems in the economics of education and their implications for future research and policymaking. (BW)