Is Educational Broadcasting Finished?

This article explores global trends related to educational broadcasting. Stevenson observes that in many parts of the world this type of communication is flourishing, pointing out that these areas are typically plagued by significant social problems. In South Africa, for instance, radio instruction has been implemented for out-of-school children in Zambia; television, live drama and music, discussions, and printed materials (newspapers and magazines) are other strategies used to address challenges like ill health or illiteracy.

However, while educational broadcasting is far from finished, Stevenson points out that in some countries - particularly developed countries - this type of broadcasting is often threatened by commercial pressures. "When the problems are great and the medium new", he says, "educational broadcasting grows. Then after some years it declines". A chart illustrates this downward trend in Japan, comparing figures from 1990 and 2000 in elementary schools (95.1% versus 91.7%), nursery schools (77% versus 66.1%), kindergartens (65.8% versus 44.5%), senior high schools (57.4% versus 30.3%), and junior high schools (40.1% versus 17.9%).

Stevenson attributes this trend to enhanced resources in schools (in the United Kingdom, for example). The development of computer-based technologies has obviated the need to listen to a live broadcast. This, he says, despite "the potential of the moving image, the story telling possibilities, the variety of delivery media", which he calls "enormous".