Īll invited presenters agreed on three core aspects for successful implementation of these programmes: collaboration, pragmatism and a learner-centred approach.Ĭollaboration between broadcasters, education authorities and educators was a main factor of success in implementing radio and television based educational programmes.
The need for communication and collaboration between education specialists and the professionals of the audio-visual sector for the production of educational programmes.The absence of pre-existing partnerships for the design and broadcasting of the educational content.Difficulties of countries to produce content in quantity and quality in short time.The non-availability of educational content in audio-visual formats.However, the setting-up and use of radio and television as tools to provide distance education present major challenges, such as: They also include issues such as health and psychosocial well-being, both of which are important in supporting populations affected by the threat of COVID-19. In some countries, these programmes are conceived to provide intergenerational learning, including in local languages. The value of educational broadcasts through television and radio also goes beyond the needs of students alone.
Africa seems to be the most active in the efforts to leverage either TV or radio (70%), some combining both (34% of countries), while Europe and North America seems to be using less radio than other regions, yet very active in deploying TV-based distance education programmes. UNESCO and the European Broadcasting Union (EBU) organised a virtual workshop on Wednesday 27 May inviting representative from national broadcasters to present the programmes and innovations put in place as well as discuss the lessons learned on the use of radio and television-based distance learning.Ĭonsidering this technological divide, most countries around the world are also using television and/or radio-based programmes to implement distance education.
Many countries had to quickly find effective solutions and television and radio have proven to be a good alternative in a context where online learning is not possible. Around 706 million students lack internet access and 56 million live in areas not covered by mobile networks.
However, some 826 million students (50%) kept out of classrooms by the pandemic do not have access to a computer at home, according to a recent study by the UNESCO Institute of Statistics (UIS) and the Teacher Task Force. Many countries turned to online based distance education to ensure that learning never stops. The COVID-19 pandemic has been one of the biggest disruptions to education the world has ever known affecting more than 90% of the world student’s population. UNESCO Atlas of the World's Languages in Danger.MGIEP - Mahatma Gandhi Institute of Education for Peace and Sustainable Development.IESALC - International Institute for Higher Education in Latin America and the Caribbean.IITE - Institute for Information Technologies in Education.IICBA - International Institute for Capacity-Building in Africa.IBE - International Bureau of Education.ICTP - International Centre for Theoretical Physics.IIEP - International Institute for Educational Planning.UNEVOC - International Centre for Technical and Vocational Education and Training.Education for Sustainable Development Network.International Coalition of Inclusive and Sustainable Cities – ICCAR.Intergovernmental Oceanographic Commission.Advancing the 2030 Sustainable Development Agenda.