THE SCOPE OF RADIO PROGRAMMES AND ROLE OF RADIO PHONE-IN CONFERENCE IN CAPACITY BUILDING – A CASE STUDY OF KARNATAKA STATE

Abstract

The globalised society demands for knowledge based society. A country like India, which is rich in resources both natural and human can work to exploit the circumstances. For this purpose the human resource has to made knowledgeable and aware of the latest development. India has worked seriously in spreading education to the masses in the country. Various schemes, programmes and projects were implemented. To reach the unreached the Distance Education Component was also brought in during implementation of DPEP. On the one hand, the complex, sophisticated media like computer, internet was used and on the other hand the age old media like print and radio were also revived for training of the field functionaries. The radio is a mode of oral communication, which was more systematically utilised in the programmes like DPEP and SSA. There are number of studies which have been carried out to show the potential of the media, which are mentioned in the article. Based on the suggestions and recommendations of the studies on radio programmes, the Distance Education Programme of DPEP Karnataka ventured into the Keli-Kali or Listen and Learn radio programme series which was launched on children’s day from All India Radio, Gulbarrga (14.11.2000). These programmes had profound impact which resulted in imitation of such interventions in neighbouring states like Andhra Prades, Maharashtra etc. The state of Karnataka further ventured into live interaction with field functionaries like BRCs, CRCs, Teachers, Parents, Community Members and Students. They interacted with the centrally located studio in a live radio programme through phone. The responses could be heard by stakeholders and public at their respective locations. These interactions have helped in sharing of thoughts and training of field functionaries. This media has scope for coverage of all most all the geographical locations within the coverage region. At the same time cost incurred is very meagre. The experts could be brought to the remotest part of the state and concerns of the far flung areas could reach the authorities through radio phone-in conferene. Thus, this mode of interaction was found to be very effective. This article / paper presents the status of radio programmes in the country and with special emphasis on importance in the field of education. An attempt is made to present the design adopted in the radio phone in conference in Karnataka. This has been examined from the point of view of educational perspective as a case study.

Key words: Radio Programmes, Radio-phone in conference, capacity building

Introduction

India is a vast country with diverse needs. The educational needs differ from place to place and state to state. To meet all such local specific needs and needs of the nation to achieve Universalisation of Elementary Education, the Government of India has made ground work by bringing schemes like Operation Black Board (OBB), Janashala, District Primary Education Programme (DPEP) I and II, Sarva Shiksha Abhiyan (SSA) and extended its scope to secondary schools now. The above mentioned projects have brought various interventions like reduction in pupil-teacher ratio, expanding of schools, classroom, supply of free text books, taking up of civil works, Teaching Learning classroom Equipments, sanction of Teacher grants, training of teachers and trainers, setting up of SIEMAT etc. It is evident that the capacity building of teachers, Block Resource Centres (BRCs), Cluster Resource Centres (CRCs), officials, community leaders and other concerned is also important in all the above mentioned interventions. The new interventions like micro planning, house hold survey, community mobilisation, new programmes for Integrated Education for the Disabled etc. also needs training of field functionaries. The training provided in cascade mode takes longer duration and the transmission loss is also evident. Hence, the SSA and its predecessor DPEP has brought distance mode of education through DEP-DPEP and DEP-SSA project. These programmes train the functionaries for development of print and non-print material. Self-Instructional Materials (Print Material) are developed in the workshop. Non-print material (like audio, video, teleconferencing programmes) are also developed through distance mode. One of the authors has worked as the Distance Education Co-ordinator at DPEP and SSA Karnataka. In his stay at DPEP in Karnataka, the state has developed 18 self instructional materials, 223 radio programmes, a proposal for video programmes later named as EDUSAT for schools, and several teleconferences / radio conferences. In addition to this the progress was researched and documented. All the activities mentioned above are distance interventions incur less cost. Among different media available for distance mode of teaching and training, radio is readily and cheaply available media. It is the opinion of the authors that the radio phone-in conference is also an effective (in the form of cost, time and result) mode of programmes.

Review of related studies

The audio and radio mode is being utilised for a long time. The first radio signal was tested by Guglielmo Marconi in 1895. Since, then the radio was utilised mainly for imparting education and information. A priest from coastal America has utilised radio broadcast to preach the fishermen who went to sea for fishing. Now, in India the radio produces and transmits programs relating to developmental activities in all the faculties including extension work in agriculture, education, health and family welfare and Science and technology.

There are 231 All India Radio stations across the nation which have 372 transmitters. These stations include all Short wave, FM, Medium Wave and DTH services and cover the entire width and breadth of the nation. Prasar Bharati is a statutory autonomous body established under the Prasar Bharati act. The Board came into existence from 23.11.1997. The prasar bharati is the public service broadcaster of the country. The objective of public service broadcasting is achieved through All India Radio and Doordarshan which earlier were working as independent media units under the Ministry of Information and Broadcasting.

Patel M. I. (2003) says that the cost of broadcast of 30 minute programme ranged from Rs. 8000/- to Rs. 13500/-. The cost of production of programme was Rs. 10000/-. Hence, the total 30 minute radio programme cost less than any other format of distance programme. Such programmes, if produced at one end and transmitted from two powerful stations could cost about 2x13500+10000=37000 in Rupees for half an hour of programme each. Two such stations can cover entire population of about 5.00 lakh students and the cost per candidate can be go upto a fraction of paise.

Sudame (1988) has found that the radio programmes use talk, dialogue and discussion format. ET Cell (1989) has found that there is demand to make available the programmes in Science, Mathematics, languages and Educational Psychology. Mishra S. (1989) found that the songs, stories of eminent personalities have created enthusiasm in radio listening. Mohanty M. K. (1990) has found that the ‘gains’ reveal that the difference between the experimental and control group were significant and the difference between rural and urban was found to be highly significant. Chowdhary, Mira (1990) has shown that the children of experimental group in the study of ‘Khilte Phool’ outshone the control group in listening comprehension, sequential thinking, recall and vocabulary, concept of colour and shape, awareness of immediate environment, awareness of heritage and verbal expression. Giri (1990) has found that more number of urban schools than their rural counterparts had made provision for radio listening in the time table and this has resulted in the similar fashion in radio listening aspects too.

Based on the above studies in my mind the DPEP Karnataka plan for such content-based radio programmes which can be broadcast during the school hours for the benefit of both teachers and students. The programmes were christened as “Keli-Kal” or “Listen-n-Learn”. These programmes were prepared by the teachers under the supervision of content, subject expert and media experts. The production was carried out under the supervision of media experts at AIR by the school teachers and student. These programmes contained talk, dialogue, discussion, songs. The content areas from Mathematics, Environmental Science, Languages were covered. The instructions were issued to the schools regarding making arrangements of radio for listening. Thus, the urban, rural disparity found in the study of Giri (1990) among schools was overcome.

Prakruthi 2002 has found that the achievement, attendance of students has improved with the interventions of Keli-Kali programmes. The handbooks were supplied in time which helped the teachers in carrying out pre and post broadcast activities.

Patel M. I. (2006) has made an exhaustive study of Keli-Kali radio programmes in Karnataka. His study reveals following aspects,

1. The Keli-Kali Radio programmes developed by the DEP-DPEP and others were effective to learn Environmental Studies (EVS) properly.

2. The students of III and IV standard learnt EVS through the Keli-Kali Radio Programme achieved significantly more than those who learnt through traditional method.

3. The students when taught through the Keli-Kali Radio programme have achieved significantly more than the previous year (II and III standard respectively), which means that the Keli-Kali radio programme material helped the students to learn better than the previous year.

4. The boys when taught through Keli-Kali Radio programme have achieved significantly more than those taught through traditional method both for III and IV standard EVS.

5. The girls when taught through Keli-Kali Radio programme have achieved significantly more than those taught through traditional method both for III and IV standard EVS.

6. Both boys and girls have equal affinity to learn through Keli-Kali radio programme for III and IV standard.

7. The teachers who taught through Keli-Kali radio programme method expressed that, this method is better than that of traditional method to teach EVS for III and IV standard.

8. The students who learnt through Keli-Kali radio programme have also expressed their satisfaction, but they have expressed that this may be supplementary to the traditional method.

Phalachandra (2003) has found improvement in education achievement, school performance, teacher transaction of curriculum, teachers personality. Interschool communication and competitions were developed.

In the review it was first time observed that the school interacted with each other. Radio phone-in conference became the important means of interaction among the schools. This concept was the emerging area in the DPEP period. The authors examine the this intervention in the context of DPEP and present it as a case study. It may be noted that the DPEP Karnataka had conducted about 7 radio phone-in conference till the completion of DPEP programmes.

Methodology:

Following are the broad guidelines for various offices for making necessary arrangements.

State Project Office:

• Identification of themes, sub-themes for conference
• Identification of Resource Persons, Experts
• Identification of AIR stations
• Identification of blocks / talukas
• Identification of stakeholders
• Release of funds and their final settlement from both receiving end and broadcast end
• Supply of time schedule

All India Radio (AIR):

• Setting up of system
• Provision for receipt of phone calls
• Provision for recording of programmes
• Provision of recording of programmes
• Arrangement for recording of monitoring

Block Resource Centre (BRC):

• Intimation to all the stake holders about the venue and time.
• Supply of Self-Instructional Material (SIM), stationery and discussion on core issues
• Arrangement of seating and listening to the programme
• Registration of the candidates
• Performing the activities specified in the schedule
• Arrangement of lunch, tea, snacks etc.
• Interaction with the studio and responding

Following are the stages involved in the conduct of radio phone-in conference.

Planning:

The planning of the programme was at SPO, BRC and AIR level. The core committee consisting of officials from different institution participate to finalise dates, themes, time and location, stakeholders and resource persona and activities pertaining to each of the conference. The institutions offered one nodal officer from their side for co-ordinating the activities. The expenditures were estimated and strategies were developed for smooth conduct of the programme.

Management:

A nodal officer from the state office (i.e. Distance Education Co-ordinator) and state incharge (i.e. Programme Officer from Delhi co-ordinated the programme with a district official and an official from the AIR. All the officers were to conduct respective duties of their department before, during and after conduct of the conference. During the actual implementation it is observed that the national, state, district, AIR officials and experts were seated in the studio for conduct of programmes. The BRCs along with the stake holders were seated at the receiving ends.

Following design was adopted in radio phone-in conference.

Transmission End (AIR Studio)

Human Resources – Resource Persons, Producers, Co-ordinators

Equipments – Receiving phone, Mixing Machine, Pre-recorded cassettes, Music, Jingles, Expert Talk transmission facility etc.

The AIR studio was a transmission end which initiates the communication. The resource persons (about 4-5) interacted on a theme specified for the talk. Care was taken to take resource persons having expertise in the subject but different types of voice (like male, female) were involved and number of resource was kept below 5 so that the draw back of audio (voice only) media could be reduced. One person acted as an anchor for the programme to moderate the session and keep track of time. He gave ample time for speakers at the receiving and transmission end keeping a judicious balance and channelising them on specified path or theme.

Receiving End (Block Resource Centre, Cluster Resource Centre)

Human – Resource Persons, Co-ordinators, trainees

Equipments/Instruments – Radio, Telephone, Blackboard, Charts/Design, SIM (if any)

The receiving end had a co-ordinator who monitored and supervised the entire process of radio phone-in conference. He has to supervise the pre-programme activities like arrangement of communication to trainees (stakeholders), arrangement at the receiving end, registration, food, water snacks, stationeries, arrangement of Resource Persons for co-ordination, supply of SIM. Keeping of the Instruments intact and in working conditions was prime responsibility of the co-ordinators at receiving end too.

Interaction

Traditionally the radio was used as a media of preaching. It was then used for supply of information and entertainment. Thereafter, it was used in bringing educational programmes having songs, interactivity inbuilt into it. Now, the disseminations and receiving ends can interact with each other which is not only useful for these two-ends but can be heard with other similar receiving ends which have uniform problems.

Advantages of radio phone-in conference

• Locally available personnel can be trained
• No investment on heavy gadgets
• Experts need not visit all the places
• Large number of days spent in training thorough cascade or face to face mode could be reduced

Certain Issues which can be discussed in the radio phone-in conference

• Role of Panchayati raj institutions in Universalisation of Elementary Education
• Integrated Education for the disabled
• Teachers’ training for new syllabus, methodologies
• Bridge course training
• Training for civil works
• School upliftment programme training
• Induction training for teachers
• New Methodologies of teaching
• Gender Equity issues
• Arrangement of Mid-day meals scheme
• Activity based teaching and evaluation

Prospectus of radio phone-in conference

• Threat from powerful media like television, computer, satellite teleconference
• Expert teachers can be made to contact with each other
• Community radio, ham radio can be time
• Reduced rate of STD calls (less than a rupee, sometimes 10 paise per minute and sometimes toll free numbers can be utilised)
• Areas of Research

Now, there is flood of public and private broadcasters. It is seen that community radio channels such as Stree Shakti Community channel of Zaheerabad, Andhra Pradesh are launched. Private FM radio stations like Radio Mirchi are launched. Public broadcasters have also expanded their services. Educational radio stations have come up with the help of open Universities like IGNOU. Other Universities have also working to make use of these services. In a scenario like this there is a need to study the live and recorded programmes being broadcast. The content, intent and impact has to be found out. The planning, management, co-ordination has to be studied. The ease efficacy, efficiency, effectiveness of radio programmes and radio phone-in conference has to be studied with seriousness in the era of recent technologies like teleconferencing (two-way audio, one-way video and both way audio-video). Online Computer Conferencing, chatting, Video Call/Conferencing, Mobile Television, Multimedia intervention in mobile, Video on Demand, Faster video streaming, High speed Internet, DTH services, flood of media channels, on-line papers etc. AIR informs in its website that even today the Radio reaches 35.7 Crore Homes. All these indicate the vastness of the areas of the study of radio programmes.

References

• DEP-DPEP, IGNOU, DEP,(2003) Initiatives in Karnataka State, New Delhi,

• Patel M. I., (June 2003), Documentation of Urdu Keli-Kali Radio Programmes, 2002-03, DPEP Karnataka (Unpublished),

• Patel M. I., (June 2003), Karnataka State Report on DEP activities 2000-2003, DPEP Karnataka (Unpublished),

• Patel M. I., (2008), Audio-Visual Methods of Teaching at School, Anmol Publications Private Limited, New Delhi.

• DPEP Karnataka, 00-01, Brochure for Keli-Kali programme broadcast, (ಕೇಳಿ - ಕಲಿ ಮಾಲೆ ೩ನೇ ತರಗತಿಯ ಮಕ್ಕಳಿಗಾಗಿ ಬಾನುಲಿ ಕಾರ್ಯಕ್ರಮ, ಕಾರ್ಯಕ್ರಮ ಪ್ರಸಾರ)

• DPEP Karnataka, 00-01, Programme Schedule for Keli-Kali programmes, (ಬಾನುಲಿ ಪ್ರಸಾರ ವೇಳಾ ಪಟ್ಟಿ)

• DPEP Karnataka, 01-02, Handbook of Keli-Kali Programme Schedule – 3^rd Standard, (ಬಾನುಲಿ ಪ್ರಸಾರ ಕೈಪಿಡಿ ’ಕೇಳಿ-ಕಲಿ’ಕಾರ್ಯಕ್ರಮ ೩ ನೆಯ ತರಗತಿಯ ಮಕ್ಕಳ್ಳಿಗಾಗಿ, ಧಾರವಾಡ-ಗುಲಬರ್ಗಾ ಬಾನುಲಿ ಕೇಂದ್ರಗಳಿಂದ್ ಏಕಕಾಲಕ್ಕೆ ಪ್ರಸಾರ)

• DPEP Karnataka, 01-02, Handbook of Keli-Kali Programme Schedule – 4^th Standard, (ಬಾನುಲಿ ಪ್ರಸಾರ ಕೈಪಿಡಿ ’ಕೇಳಿ-ಕಲಿ’ಅಂತರಕ್ರಿಯಾತ್ಮಕ ಕಾರ್ಯಕ್ರಮ ತರಗತಿ ೬)

• DPEP Karnataka, 02-03, A Handbook on Keli-Kali Interactive Programme, 5^th Standard, (ಬಾನುಲಿ ಪ್ರಸಾರ ಕೈಪಿಡಿ ’ಕೇಳಿ-ಕಲಿ’ಅಂತರಕ್ರಿಯಾತ್ಮಕ ಕಾರ್ಯಕ್ರಮ ತರಗತಿ ೫)

• DPEP Karnataka, 02-03, A Handbook on Keli-Kali Interactive Programme, 3^rd and 4^th Standards, (ಬಾನುಲಿ ಪ್ರಸಾರ ಕೈಪಿಡಿ ’ಕೇಳಿ-ಕಲಿ’ಅಂತರಕ್ರಿಯಾತ್ಮಕ ಕಾರ್ಯಕ್ರಮ ತರಗತಿ ೩ ಮುತ್ತು ೪) (DPEP Karnataka extended financial and academic support for development of these two materials)

• DPEP Karnataka, 02-03, A Handbook on Keli-Kali Interactive Programme, 3^rd Standard Urdu Medium,نشریاتی پروگرام کا کتابچہ، کیلی،کلی ریڈیو پروگرام تیسری اور چوتھی جماعت)

• Prakruthi, Bangalore(2003); Documentation of Keli-Kali (Kannada and English Versions), (ಕೇಳಿ-ಕಲಿ ಬಾನುಲಿ ಕಾರ್ಯಕ್ರಮ ಡಿಪಿಇಪಿ ರಾಯಚೂರು ಮತ್ತು ಗುಲ್ಬರ್ಗ ಜಿಲ್ಲೆ ವರದಿ: ಪ್ರಕೄತಿ, ಬೆಂಗಳೂರು)

• CPI, SSA, (2003-04), A Handbook on Keli-Kali Interactive Programme, 3^th Standard, (ಬಾನುಲಿ ಪ್ರಸಾರ ಕೈಪಿಡಿ ’ಕೇಳಿ-ಕಲಿ’ಅಂತರಕ್ರಿಯಾತ್ಮಕ ಕಾರ್ಯಕ್ರಮ ತರಗತಿ 3)

• CPI, SSA, (2003-04), A Handbook on Keli-Kali Interactive Programme, 4^th Standard, (ಬಾನುಲಿ ಪ್ರಸಾರ ಕೈಪಿಡಿ ’ಕೇಳಿ-ಕಲಿ’ಅಂತರಕ್ರಿಯಾತ್ಮಕ ಕಾರ್ಯಕ್ರಮ ತರಗತಿ 4)

• CPI, SSA, (2003-04), A Handbook on Keli-Kali Interactive Programme, 5^th Standard, (ಬಾನುಲಿ ಪ್ರಸಾರ ಕೈಪಿಡಿ ’ಕೇಳಿ-ಕಲಿ’ಅಂತರಕ್ರಿಯಾತ್ಮಕ ಕಾರ್ಯಕ್ರಮ ತರಗತಿ 5)

• CPI, SSA, (2003-04), A Handbook on Keli-Kali Interactive Programme, 6^th Standard, (ಬಾನುಲಿ ಪ್ರಸಾರ ಕೈಪಿಡಿ ’ಕೇಳಿ-ಕಲಿ’ಅಂತರಕ್ರಿಯಾತ್ಮಕ ಕಾರ್ಯಕ್ರಮ ತರಗತಿ 6)

• Banuli Kariyakram Keli-Kali Maale, October 2000, Shikshana Samvada, DPEP, Karnataka

• Imamat hai Tera Kaam, (امامت ہے تیرا کام) 25^th July, 2001, Salar Bangalore,

· اساتذہ (معمار قوم اور اساتذہ میعار قوم) Asatiza Maemar-e-Quam aur Talba Mear-e-Quam, Salar Bangalore

· (کیلی کلی نشریاتی پروگرام ۔ ایک تعارف) Keli-Kali Nashriyati Programme-Ek Taaruf 29/30-11-2002, Salar Bangalore (two episodes)

· (ریڈیو کے ذریعے تعلیم پر توجہ فرمائیے)Radio ke zariye Taaleem par tawajah farmayeeye, Salar Bangalore,

· Keli-Kali: Radio Kariyakaram, Trimonthly, Shikshana Samvada, DPEP, Bangalore