A discussion of the role instructional television can play in nonformal, or affective education, in developing nations. (HB)

In spite of many nonformal educational programs for women in the Third World, few seem to be working constructively towards improving women's position in life. This article asks why this is so and suggests some guidelines for progress. (Author/JEG)

Discusses the history, social climate, and country of Sudan as they relate to several educational projects. It is suggested that a satisfactory rate of development cannot be achieved while illiteracy remains at its present high level. (Author/JEG)

Discusses the services of the Ontario Educational Communications Authority (OECA), which has a nine station TV network, a nonbroadcast videotape distribution system, many interactions with cable companies and domestic satellite transmission, and a databank indexing OECA resources. (JEG)

Suggests the use of audio cassette tapes for communication with outreach workers and rural women in Third World countries, and describes several successful projects. (JEG)

Provides a review of projects in which the mass media have been used for health and nutrition education in low income countries. Effectiveness of projects is evaluated by measuring outreach, attainment of educational objectives or, less frequently, attainment of health objectives. (JEG)

Looks at educational factors in using television or cinema film for non-formal education in developing nations. Styles of presentation in films are discussed, and suggestions are made for assessing effectiveness. (JEG)

Describes a problem-based course in developmental support communications sponsored by the Media Department of the British Council. Participants from developing nations learned to analyze problems in non-formal education, improve their decision-making, and plan, produce and evaluate materials for a specified audience. (Author/BD)

Describes a workshop held in Zambia in August 1979, to disseminate among performing artists and rural development workers skills for using the performing arts to communicate information on problems related to agriculture, health, and community development. Over 70 participants from the U.S., Canada, Botswana, Lesotho, Tanzania, Kenya, and Zambia…

Details several agricultural and health development programs initiated during the past decade in the Cauca Valley in Colombia. Introduced through nonformal educational strategies making use of media, these programs have had mixed results. (LLS)

Technological considerations may overwhelm the user's capacity to analyze problems and select the most appropriate medium for the task. This discussion paper describes video use in Botswana over a four-year period and then makes a comparative analysis of video and other communication media as tools for nonformal education. (Author/JEG)

In 1977 the Evaluation and Action Research Unit (EARU) was established in Botswana as part of the Agricultural Information Services to assist in the production of relevant and comprehensible extension materials. One such materials development project in which EARU participated is described in detail. (LLS)

Discusses changes in the open university which involved a wider range of courses that had nothing to do with the degree program, including in-service courses for teachers, courses for people working in the caring professions, and short courses for the community as a whole. (JEG)

Comparison of 14 different distance teaching projects showed that the projects and their costs are reasonably comparable. Methods of cost analysis are discussed, and conclusions reached on seven aspects of the economics of distance teaching are summarized. (JEG)

Reviews some instructional media research that has been done in developing countries and makes recommendations for its improvement. Twenty-two references are listed. (Author/LLS)