CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Radio has a long and productive history in development, particularly in non-formal education related to other development sectors such as health and agriculture. It has a less convincing history in service to formal education. There are a number of reasons for its mixed performance. In many instances, radio was inadequately planned for and inexpertly used as a medium. In others, it was seen as mere window-dressing for the more substantial content of courses. Research project using radio as the major medium of instruction suggest that a more intensive use of radio results in both better radio and better instruction. Radio’s strengths and its cost-effectiveness can be used effectively to meet expanding educational needs in developing countries without a loss in the quality of education. According Butcher (2003) “radio has been used in education ever since it became available”. Pennycuick (1993), of the Centre for International Education at the University of Sussex, states a bit more specifically that interactive radio instruction (IRI) is characterized by “highly coordinated” instructional materials and delivery strategies, and includes elements of active participation on the part of the students. He goes on to say that IRI “is effective, is cost-effective, and teachers are enthusiastic about it” (Pennycuick, 1993). In support of this, the South African Institute for Distance Education (2004) stated that “radio remains the key media to which most rural people have access” and that educational radio initiatives in South Africa were “effective in providing topical programmes and reaching large numbers of learners rapidly”. Going further, they state that “the impact of the radio programmes was greater when used with other text-based materials, such as posters and comics”. In response to the educational needs of rural poor populations throughout the developing world, there are several large-scale operations conducting radio education projects. The Freeplay Foundation, the developers of the Lifeline Wind-up/Solar-Powered Radio, “is committed to …ensuring sustained access to information and education via radio” (Freeplay Foundation, n.d.). According to the Freeplay Foundation’s website, “radio is the primary medium of communication in developing countries, where most people live below the poverty line (and), therefore, is the lifeline of information.” In support of its goals, the Free play Foundation has distributed radios in countries as diverse as Afghanistan, Indonesia and Zambia, among others. As part of this process, the Free play Foundation “collaborates with in country non-governmental organisation (NGOs), government ministries, international organisation and broadcasters to ensure radio information and education reaches the widest possible rural populations.” In order to do this, the foundation works with international and local broadcasters to assure that the content is appropriate. In addition, the foundation works with local populations to facilitate the creation of listening groups, distributing radios, and evaluating the impact of the programming. Therefore, this study focuses on the analysis of the roles of radio in improving the educational system in Lagos state.
