Annex 8: Elements of a Proposal for a Radio School for Learners in Rural Households

A. General Objectives:

1. Increase agricultural activity and productivity through sustainable agriculture philosophy and praxis.
2. Improve access to economic opportunities.
3. Integrate related issues and learning needed for rural daily life.

B. Target Audience

Rural households in South Asia, women in particular.

C. Client Focus

• Individual learners
• Group learners

D. Target Output (curriculum dependent on research)

1. Increase functional knowledge and skills related to:

   • bio-intensive gardening at the household level
   • cereal production
   • pest management
   • soil and water management

   • human and plant nutrition

2. Acquire basic skills in health care and nutrition
3. Increase environmental awareness
4. Increase in number of rural women involved in entrepreneurial projects
5. Increase participation of women via adaptive learning at the household level

E. Format

A combination of magazine, CBR school, public forum, and instructional radio programmes.

F. Institutional Involvement

• Food and Agriculture Organization (FAO) of the United Nations
• Regional short wave radio
• National government radio (AM or FM)
• Implementing agency
• Non-government organizations (NGOs)
• Women's organizations
• Research institutes

G. Budget

The budget should be determined according to the scope and length of the broadcast, the implementation structure, and the programme's counterparts.

By way of illustration, sample programme budgets for different types of educational programmes are included as annexes: i) radio school (Annex 4); ii) formal education (Annex 5); iii) ecological pest management (EPM) farmers' field school (Annex 5); and iv) an integrated pest management (IPM) farmers' field school (Annex 5).

H. Broadcast System Elements for a Three-Tiered Distance Education Radio School

Annex 7 sets out a matrix explaining the three tiered distance education radio school. The three levels comprise: i) group learners (level 1); ii) individual listeners who are enrolled (level 2); and iii) individual listeners who are not enrolled (level 3).

Radio School Programme

• An identified time slot with designated weekly frequency using a multi-format mix and specified subject matter. Regular personnel are responsible for the broadcast using the CBR strategies of production, and addressing a three tiered audience.
• Coverage can be broken down by community, province, country, sub-region, or region. It should be based on language groupings.
• Broadcast frequency may differ by area (short wave should be used for regional broadcasts; A.M. or F.M. for national or provincial broadcasts).

Group Facilitator

The group facilitator should come from the area where broadcasts are to be received. He/she should both know and understand the area and be known in the area. The group facilitator is responsible for evoking and provoking people's response; setting weekly feedback of the group; making linkages between the group, the broadcaster, other relevant groups/organizations etc.; organising group listening sessions; and capacity building of the group. He/she may or may not be an expert on the subject matter, however, must be skilled in facilitation techniques.

Field Co-ordinator

The field co-ordinator is a member of the team of experts for programme research planning and production. He/she should be familiar with the subject matter and the whole programme. In particular, the responsibilities of the field co-ordinator as follows:

• to co-ordinate and meet regularly with group facilitators;
• to bridge the gap between audience and team of experts;
• to facilitate the participation of listeners in programme production and feedback;
• to analyse the feedback information gathered from group facilitators;
• to assist in module development by speaking for the audience.

Team of Experts

The team of experts is composed of broadcasters and technical experts. Their main responsibilities are to:

• take charge of module development and radio school production;
• provide participatory methods of community-based radio;
• monitor and evaluate the programme and audience impact.

Institution In-Charge

An institution should be identified and mandated to manage the entire radio school system. The primary role of this organization will be to take responsibility for administration and management. In addition, this organization will have the mandate to make links to, and co-ordinate, with other institutions willing to become partners or to collaborate in programme implementation.

Support Projects

Different types of sub-projects that can concretely support and supplement implementation of communities learning for social mobilisation should be pursued where possible.