INTERACTIVE RADIO INSTRUCTIONSFOR

EARLY CHILDHOOD DEVELOPMENT PROGRAMME(IRI/ECD)

SUMMATIVE EVALUATION REPORTFOR

THE PILOT PHASE

UNICEF, NEPALFebruary 1998

1

Bhanjyang Choutari programmesallow children to be heard, andthey make the children feel good.-- Childcare group facilitator

I. BACKGROUND

Interactive Radio Instruction for Early Childhood Development: The Pilot PhaseRadio Communication in Nepal represents the leading media for reaching remote audiences, especially incircumstances where illiteracy, economic hardship and difficult geographic conditions inhibit other forms ofcommunication. Radio broadcasts now reach Nepal’s entire population through short wave transmissions,and about 80% through medium wave transmissions. A recent national survey on radio ownership andlistening patterns found that 72 percent of the population listens to Radio Nepal, and that six out of ten ofthese listeners tune in to the radio daily (Radio Nepal, 1997). Previous efforts in Nepal have used radio foreducation, health, and other social development activities, but these broadcasts almost exclusively focusedon using radio in its traditional role as a delivery mechanism for a one-way delivery of information.

Interactive Radio Instruction (IRI) emerged as a technology that combines the reach of conventional massmedia with the persuasive and lasting impact of interpersonal communication. IRI actively engagesaudiences with specialized audio programmestransmitted through radio or audio cassettes.The idea for using IRI for Early ChildhoodDevelopment (ECD) came to Nepal throughEducation Development Center, an organizationlocated in Washington D.C., and is based ontheir experiences in other countries where thismethodology has had proven effectiveness.

IRI/ECD programmes target both adult caregivers and the children under their charge. Through IRIprogrammes, adult caregivers and children under their guidance have access to a consistent, entertainingand educational curriculum. Adults have an opportunity to learn about ECD ideas and children participatein fun and developmentally appropriate activities. A UNICEF-supported audience survey informed theprogramme content regarding character and activity preference among potential children and adult listeners(UNICEF, 1996). The following report offers an analysis of the IRI/ECD Pilot Project, including adescription of the IRI/ECD Pilot Project, a comparison of baseline and post-project data on programmeeffectiveness, and recommendations for the future of IRI/ECD in Nepal.

The IRI/ECD Pilot Project began in two areas of Nepal in 1996/97: in the East IRI/ECD piloted in 36childcare groups located in Sunsari and Jhapa Districts, and in another 26 childcare groups throughoutKaski and Tanahu Districts in the West. Participating childcare group facilitators received 20 IRI/ECDepisodes on audio cassette tapes along with support materials and a brief orientation on ECD and IRI toparticipate as sites for formative and summative evaluations. Six childcare groups, three in each region,were chosen to participate as control sites to compare with twenty experimental sites, ten in each region.Baseline and post-project data collection gathered information from both control and experimental sites,but control sites did not receive IRI/ECD programmes or an orientation to IRI. A comparison of baselineand post project results offers data regarding the effectiveness of IRI/ECD programmes in meetingcaregiver learning objectives (see attachment A for a programme list with learning objectives).

To successfully start the IRI/ECD Pilot Project, UNICEF gained the support of key production and

2

Its fun and the programmes makechildren’s activities easy.-- Childcare group facilitator

implementing partners including Radio Nepal and participants from Ministry of Education agencies such asthe Basic and Primary Education Project, the Distance Education Centre, and the Centre for CurriculumDevelopment. The Woman’s Development Division, the Ministry of Local Development and severalNGOs most notably Seto Gurans, also participated in the IRI/ECD Pilot Project. As the lead projectpartner, Radio Nepal facilitated production of 20 IRI/ECD programmes during the pilot stage. Otherproject partners provided assistance in areas such as determining appropriate programme content and infacilitating the formative evaluations.

The IRI/ECD Pilot Project had three main objectives:

C To develop and promote active learning opportunities for children aged three to five usingIRI/ECD and through their caregivers;

C To provide opportunities for adult caregivers in childcare groups to learn about early childhooddevelopment;

C To build national capacity in the production and implementation of IRI/ECD programmes for thepromotion of early childhood development.

This final evaluation report suggests that the IRI/ECDPilot project has met all three of these objectives.Through the IRI/ECD programme national broadcasts,children have access to developmentally appropriateactivities and adult caregivers can learn about earlychildhood development, thus contributing to the overallgrowth and development of the children. Radio Nepal

and other project partners have developed the capacity to write, record, evaluate and broadcast highquality IRI/ECD programmes, as demonstrated by their successful completion of all tasks outlined in theIRI/ECD Pilot Project Plan of Action. Sections II, III below contain further information on nationalcapacity for IRI/ECD programme production and broadcast. Section IV below examines IRI/ECDprogramme effectiveness through a comparison of control and experimental site scores on pre- and post-project testing based on IRI learning objectives.

With the completion of the pilot phase, UNICEF has entered into an agreement with Radio Nepal tocontinue with the IRI/ECD Project. During the second phase of IRI/ECD, Radio Nepal will continue withproduction of an additional twenty programmes and provide twice weekly broadcasts for five years. Thesebroadcasts began in January 1998 with the twenty programmes developed during the pilot phase, and willcontinue as another twenty new programmes are produced through the remainder of 1998. Section V ofthis report offers suggestions and recommendations for the IRI/ECD second phase.

3

IRI Unit Chief presenting on IRI in Nepal atthe SEAMEO INNOTECH Conference,Manila

II. PROJECT PARTNERS

UNICEFThe UNICEF Nepal Country Office (CO) initiated the IRI Pilot Project in June 1996 and supplied fundingand technical assistance to Radio Nepal and other project partners. Within the UNICEF CO, theEducation Section maintained responsibility for activities relating to early childhood development. As theIRI programmes intended to focus on ECD topics, the Education Section took the lead in planning,monitoring and supervising IRI activities.

UNICEF Field Offices in Pokhara and Biratnagar oversaw the selection of childcare sites to participate inthe pilot phase, assisted in the audience research effort, and coordinated with project partners at the fieldlevel. The field offices also participated in some IRI activities such as script-writing and formativeevaluation. Field Offices also support childcare group activities, including financial and training support, thatcomplement the IRI programmes. These field offices have since acquired a broad range of expertise inworking with IRI, and will continue to play a pivotal role in IRI activities.

Radio NepalRadio Nepal Central Broadcast serves as the only source ofnationwide radio transmissions. As a quasi-governmentalorganization, Radio Nepal raises its own operational funds whilereceiving directives from a Board of Governors that meets underthe Ministry of Communication. Radio Nepal and UNICEFbegan negotiations to implement the IRI Pilot Project in August1996. Radio Nepal quickly agreed to act as the lead projectpartner for IRI programme production, and formed the IRI Unitto oversee IRI related tasks. The IRI Unit oversees scriptwriting, programme recording, formative evaluation andbroadcasting. UNICEF Nepal provided Radio Nepal withmonetary and technical assistance, including digital audioworkstations and equipment related to their use. In exchange forthis support, Radio Nepal agreed to accede free broadcasting,one hour per week for five years, for IRI\ECD and otherchildren’s programming.

Production of IRI programmes within Radio Nepal relies upon the cooperation of people both within andexternal to the IRI Unit. Radio Nepal recruited actors, musicians, and production people to perform themany tasks necessary for producing an IRI programme. These individuals receive remunerations for theirefforts on a per programme basis.

Radio Nepal Regional Broadcast Stations in Pokhara and Dharan/Dhankuta also participated in regionalIRI activities. Personnel from these Regional Broadcast Stations participated as members of the field teamsand administered payments to field team members for performing IRI functions such as script-writing andevaluations. Installments from UNICEF initially went directly to the Radio Nepal Central Broadcast fordistribution to Regional Broadcast Stations. Due to the complexity of this arrangement, later installments

4

went directly to the Regional Broadcast Stations through the UNICEF Field Offices.

Education Development Center UNICEF Nepal invited consultants from the Education Development Center (EDC) to provide anorientation on IRI applications and possibilities in Nepal. These consultants visited Nepal in early 1996 andexplored the potential of pursuing an IRI project. This initial visit allowed the EDC consultants to establishthe groundwork for UNICEF to develop letters of agreement with both Radio Nepal and EDC to carryout the IRI\ECD Pilot Project.

From the beginning, EDC collaborated with UNICEF and Radio Nepal as the IRI/ECD Pilot Projectdesigners, and has continued to provide technical assistance. EDC representatives conducted a ten-daytraining for twenty people selected from IRI project partners. This training provided an orientation to IRIand ECD, along with the opportunity to engage in actual IRI production and evaluation. This orientationalso saw the production of a master plan that outlined caregiver and child learning objectives for twentyIRI/ECD programmes. Additional contributions from EDC included detailed commentary on programmedevelopment and evaluation, script review of every programme for ECD and IRI content, planning andlogistics with Radio Nepal and other project partners, development of an IRI\ECD training guidebook andassistance to UNICEF for planning the IRI Second Phase.

Other Project PartnersMany governmental and non-governmental agencies have participated in various aspects of the IRI PilotProject. The Ministry of Education emerges as the most visible government partner, although contributionsfrom the Women’s Development Division and the Ministry of Local Development have also contributed tothe success of the IRI Pilot Project. Non-governmental agencies at both the field and central levels haveprovided support for programme production and evaluation, and have provided inputs on ECD content.Seto Gurans, an early childhood development NGO based out of Kathmandu deserves special mention fortheir many contributions to the IRI Project.

III. IRI/ECD PROGRAMME PRODUCTION

Central and Field TeamsDuring the early stages of the IRI/ECD Pilot project, participants from both pilot regions in the Eastern andWestern Development Regions, along with people from Kathmandu, divided into three teams. These teamsdivided responsibilities according to their proximity to project activities and their combined talents. Tworegional teams in the pilot areas agreed to participate in evaluations and script-writing, while the centralteam, based out of Radio Nepal and known as the Core Technical Team (CTT), took the lead incoordinating the project and overseeing programme production. The CTT consists of a lead script writer,a lead formative evaluator, an ECD specialist and several other members who work in various aspects ofeducation and communication.

The IRI UnitRadio Nepal faced new and challenging responsibilities as the lead IRI/ECD Project partner. To meetthese challenges, Radio Nepal organized a separate unit within the programming division to oversee allIRI/ECD related tasks. This unit became the IRI Unit, with its own office space, personnel and equipment.

5

The IRI Unit houses the CTT, coordinates all field and central level IRI activities, and maintainscommunication among project partners. Radio Nepal has expressed its desire to expand the IRI Unit into aChildren’s Programming Unit in cooperation with future UNICEF-sponsored communication activities.

Script-WritingScripts for IRI/ECD programmes resulted from the combined inputs of people from both pilot regions andfrom the CTT, based out of IRI Unit in Radio Nepal. The idea of holding regional script writing retreatsemerged during the early stages of the project as a cost-effective means to bring these people together in away that their contributions could build upon each other’s talents while avoiding redundancy in their efforts.Script-writing retreats were held in both the Eastern and Western Regions with supervision from the CTT,who were present to provide guidance and continuity to the process. Retreats generally lasted for threedays with participation of up to five regional participants and two or three participants from the CTT. Eachretreat produced at least four scripts that were then sent to the CTT for final modifications, typing,translation and recording.

During the early stages of IRI programme production, UNICEF translated the programme scripts and sentthem to Education Development Center for comments on content related to their interactivity and ECDappropriateness. Technical experts from Education Development Center communicated their ideas directlyto the UNICEF CO. The UNICEF CO then passed these comments to the CTT, who made modificationsto the programme contents. Other project partners in Nepal, including UNICEF personnel, Seto Guransand the Ministry of Education, also provided inputs on the IRI programmes in relation to ECD content,appropriateness of activities and to the programmes’ general flow and organization.

Pretests and Formative EvaluationThe IRI/ECD programmes followed a two-stage process of evaluation during production to allow foraudience feedback. Each stage of evaluation resulted in programme modifications to ensure that theaudiences understood, participated in and enjoyed the programmes. After the IRI Unit produced a firstdraft of an IRI/ECD audio programme, the CTT subjected the programme to a pretest in two childcaresites in the Kathmandu Valley. The CTT completed extensive and detailed evaluation forms in advance, inorder to observe and record audience responses to every interactive moment in the IRI/ECD programmes.An interactive moment in the IRI\ECD programmes demands that the listening audience respond eitherverbally or through performing a physical activity. Interactive moments occur on average several times perminute throughout the twenty minute programmes. The pretest provided feedback on the programmesthrough direct observations of how the caregivers and children responded to the interactive elements of theprogrammes, and also sought more qualitative inputs from the caregivers and children regarding programmecontent.

Field-level formative evaluations followed the same general procedure as the Kathmandu pretests, but witha greater number of evaluation sites: evaluators conducted Kathmandu pretests in two childcare sitesaround the valley where as evaluators conducted field-level formative evaluations in twenty sites located inthe Eastern and Western Development Regions. The CTT supplied field evaluators with evaluation formsand cassette tapes that contained IRI programmes. These IRI programmes had undergone modificationsbased on the first round of Kathmandu pretests. Attachment B outlines the procedure for IRI programmepretests and formative evaluations.

6

Children and care giver from Seto GuransChildcare Centre performing to the first IRI/ECDNational Broadcast at the Launching Ceremony

Launch and National BroadcastsThe IRI Pilot Project reached its end when the project whento scale through national radio broadcasts. A NationalLaunching Ceremony, held at Radio Nepal, provided projectpartners, concerned organizations and line agencies, and mediapeople to gather information on the programmes. Invitationsand literature distributed during the launching described theIRI/ECD programmes and informed people of broadcasttimes. Key individuals from the Ministry of Communication,Radio Nepal and UNICEF commented on the IRI PilotProject. To demonstrate how IRI/ECD programmes work,children from Seto Gurans Childcare Centre gathered on astage and listened to the first national broadcast. The childrenand their caregiver participated in all the activities offeredthrough the IRI/ECD programme.

UNICEF intended that the launch introduce the IRI/ECD programme broadcasts to individuals andnetworks that support early childhood development activities so that they could encourage childcare groupsto tune in to the broadcasts. Several national English and Nepali newspapers carried front page articlesabout the programmes, and two papers included editorials about IRI/ECD. The launching also enjoyed national TV and radio coverage.

IV. SUMMATIVE EVALUATION OF IRI PROGRAMMES

In order to gauge the IRI programmes’ success in meeting their learning objectives, UNICEF planned for asummative evaluation to be conducted at the end of the pilot phase. During the early stages of the IRI PilotProject, UNICEF Field Offices identified sixty childcare groups to participate first in the audience survey,and later to participate as formative and summative evaluation sites. Thirty of these childcare groups met inthe Western Region, in Tanahu and Kaski Districts, and thirty of the groups met in the Eastern Region inSunsari and Jhapa Districts. The number of childcare sites fluctuated due to some groups that dropped outof the project and other groups that were included at a later date: a final tally of participating sites included36 childcare groups from the East and 26 childcare groups from the Western Region. From the totalnumber of childcare groups participating in the IRI Pilot Project, ten from each of the two regions werechosen to participate as experimental sites. These twenty sites received a brief IRI\ECD orientation, anaudio cassette player and twenty IRI\ECD programmes on cassette tapes.

All childcare group facilitators that received IRI/ECD tapes also participated in a five-day ECD training.Separate trainings were held for the Western and Eastern pilot areas. Subjects participating in the IRI/ECDpilot project summative evaluation experimental group also attended the ECD training, while thoseparticipating in control groups did not attend. All participants in control and experimental groups werefemale with varying degrees of education, but all had at least completed primary school and all could readand write Nepali.

7

Evaluators practicing summative datacollection in Pokhara

MethodologyUNICEF developed an evaluation instrument based on the stated learning objectives for adult caregivers ineach of the twenty IRI programmes (see attachment C). These objectives were divided into three mainareas: group dynamics, caregiver to child interactions, and caregiver skills. IRI field team members visitedeach of the pilot sites and observed the childcare group facilitators conducting normal childcare groupactivities for two hours, during which time they assigned scores ranging from one to five according to thecaregivers’ performance in each of test areas. These scores from the experimental sites and an additionalsix control sites provided baseline data for later comparison with post project results. The control sites did

not participate in ECD training nor did they receive IRIprogramme cassettes. Baseline data collection occurred inNovember 1996, caregiver orientations to IRI/ECD inDecember 1996, and post project data collection wasconducted in February 1998.

Upon completion and distribution of the twenty IRIprogrammes, evaluators again visited the sites to collect post-project data on caregiver behaviours in childcare groups.Evaluators visited the same childcare sites from which theyinitially gathered baseline data in order to minimize individualbias in data collection. All evaluators received a training insummative evaluation data gathering before both the baselineand post project data collections. Evaluators again observedcaregivers for two hours while they conducted normalchildcare group activities without instructions from theevaluators or from listening to IRI/ECD programmes.

Data collection measured changes in caregiver behaviours according to the adult learning objectivescontained in the IRI/ECD programmes. Changes in caregiver behaviours presented a much easier datacollection task than attempting to measure children’s performance, therefore the summative evaluation didnot examine improvements in children’s development or learning. The assumption behind the IRI/ECDproject suggests that caregivers who adopt the behaviours promoted in the IRI/ECD programmes willprovide children with developmentally appropriate stimulation in safe, hygienic environments, thus having apositive affect on the children’s growth and development.

ResultsControl and experimental groups in both Western and Eastern pilot sites had similar scores on the pretest,whereas a comparison of post-test scores reveals dramatic improvements in all three sections of thesummative evaluation test: group dynamics, caregiver to child interactions, and caregiver skills. Thus, itappears that IRI/ECD programmes succeeded in effecting the desired behaviour changes in the adultcaregivers in those categories thought to contribute to quality interaction between children and adults, andto promote a high quality ECD environment. The following graph summarizes percentage increases in post-test scores achieved by childcare group facilitators through observations of their performance in childcaregroup activities.

8

0

20

40

60

80

100

Per

cent

Incr

ease

Western Eastern CombinedRegions

Control

Experimental

Comparison of Mean Score Differences Control and Experimental Groups

0

20

40

60

80

100

Per

cent

Incr

ease

Group Dynamics Caregiver to child Caregivers skills

Summative Evaluation Section

Control

Experimental

Comparison of Mean Post Test ScoresCaregiver Behaviours

As seen above, the combined difference is substantial, while there are some interesting differences betweenresults of groups participating in the Western and Eastern pilot sites. Results on post-test scores for thethree categories of caregiver behaviours (group dynamics, caregiver to child interactions and caregiver

skills) showsimilar results:mean scoredifferences weregreater forexperimentalgroups than forcontrol groups.The followinggraph shows thesedifferences incaregiverbehaviours for thethree sections ofthe test.

9

The following table indicates percentage differentials in caregiver scores recorded during summativeevaluation observations between control and experimental groups according to regions and with all scorescombined. Both the control and experimental groups demonstrate improvements in post test scoring, butthe experimental groups show a greater percentage of improvement in all sections of the test. Experimentalsites in the Eastern Development Region appear to have benefited more significantly than their WesternRegion counterparts. Demographic factors such as language and educational attainment might account forthese differences. Also, both experimental and control groups had childcare group facilitators drop out ofthe study. The number of caregiver participants in pre- and post-test observations is offered in the top ofthe table.

Mean Score Percentage Differences Between Control and Experimental Groups in Sections ofPre- and Post-Tests, by Region and Combined

Section Western Region Eastern Region Combined

Control Experimental Control Experimental Control Experimental

Pre- Post- Pre- Post- Pre- Post- Pre- Post- Pre- Post- Pre- Post-

N=2 N=2 N=11 N=5 N=4 N=2 N=11 N=5 N=6 N=4 N=22 N=10

Group Dynamics 16.5 18.5 14.7 21.6 18.5 18.5 14.8 25.8 17.8 18.5 14.8 23.7

Percent Change 12.1 46.9 0 74.3 3.9 60.1

Caregiver toChildInteractions

14.5 18.5 14.6 20.8 17.8 22.5 15.8 28.2 16.7 20.5 15.2 24.5

Percent Change 27.6 42.5 26.4 78.5 22.8 61.2

Caregiver Skills 15.5 20 15.5 23.2 18.3 19.5 15.8 29.2 17.3 19.8 15.7 26.2

10

Percent Change 29 49.7 6.6 84.8 14.5 66.9

Total 46.5 57 44.9 65.6 54.5 60.5 46.5 83.2 51.8 58.8 45.7 74.4

Percent Changein Total

22.6 46.1 11 78.9 13.5 62.8

Qualitative CommentsThe Summative evaluation data collection also covered qualitative topics. The evaluators solicitedcomments from childcare group facilitators regarding their reactions, including their suggestions on desiredlistening times and on how to improve the programmes.

The majority of respondents, 70 percent, said that they had no trouble tuning into the Bhanjyang Choutariprogrammes during the current broadcast times. Of those respondents who said they could not tune intothe programme at the current times, half claimed ignorance of broadcast times and dates, and the other halfcited the late arrival of children at the childcare groups as preventing them from listening to the morningbroadcast.

In relation to improving IRI/ECD programmes, 40 percent of the respondents indicated that they felt thatthe programmes should have more songs, but that these songs should be very simple so that the childrencould understand and sing them. Other responses suggested that the programmes include more stories andgames.

When asked how they felt about the IRI/ECD programmes, caregivers offered the following remarks:

C The programmes allow children to be heard, and they make the children feel good.

C The programmes make childcare easy because the children follow the instructions.

C Its easy and fun and the programmes make children’s activities easy.

C The programmes are good for children because they have distributed learning.

C Its easy to teach children with the IRI/ECD programmes; they learn language and listening skillstoo.

C After listening to the IRI/ECD programmes, the children are more clever and cleaner.

C The children learn from playing and singing with the IRI/ECD programmes.

V. INTERACTIVE RADIO INSTRUCTION PROJECT: PHASE II

Radio Nepal and UNICEF have entered into an agreement to produce and air an additional twentyIRI/ECD programmes in 1998. As part of this agreement, in return for UNICEF inputs, Radio Nepal hasbegun national broadcasts of IRI/ECD programmes, and has guaranteed one hour of broadcasting time per

11

Script-writers gather in Dhulikhel for a central script-writing retreat

week for a period of five years free of additional costs. Radio Nepal has also shown interest in continuingto work with UNICEF towards expanding the IRI Unit into a Children’s Programming Unit to produce andair radio programmes that target children as the primary audience. This section does not cover all the stepsnecessary to execute the IRI/ECD Second Phase Project, but offers suggestions on some future activitiesand on those aspects of the project that appeared problematic during the pilot phase, or that might benefitfrom procedural or administrative adjustments.

As the second phase begins, Radio Nepal, UNICEF, EDC and other project partners will follow the basicprocesses established during the pilot phase. Still, the project has adopted some minor changes inprogramme production and financial administration.

Centralized retreatsUnder the guidance of the CTT, field teams gathered at script-writing retreats in the pilot regions toproduce rough programme scripts. Although this process worked well, it proved to be time and resourceconsuming. Script production during the second phase will call field team members from both regionstogether for fewer, larger retreats. Script-writing retreats could again be held regionally if the centralizedretreats become problematic.

Formative Evaluation The IRI project will streamline the formative evaluation process during the second phase. Several reasonsemerge to justify this change. All field team members engage in IRI activities in addition to their regularemployment. Time consuming IRI activities place a heavy burden upon these people. Also, due to transfersand other reasons, the field teams have lost some participants. The decrease in field-level human resourcesdemands a decrease in field-level responsibilities. In addition, formative evaluation results from the initialtwenty sites tended to provide redundant data. Therefore, decreasing formative evaluation sites from theoriginal twenty to ten sites will save time and resources but should still provide the feedback necessary tomodify IRI programmes.

The distribution and collection of audio cassettes and evaluation forms will remain the same, but someprocedural changes will improve the effectiveness of the evaluation process. Evaluators should go over theevaluation forms while listening to the IRI programmes. This will allow them to familiarize themselves withthe programme contents and determine if the form needsmodifications to include interactive moments that theCTT might have missed. UNICEF must also considerresupplying formative evaluation sites with batteries toensure that the audio cassette players have adequatepower supplies.

IRI/ECD Phase II Audience ResearchWith the advent of national IRI broadcasts, the projectfaces new challenges in relation to audience research. Acombination of qualitative (focus groups and reportedinformation) and quantitative (questionnaires) wouldsupply a wealth of information on audience responses

12

and needs in relation to IRI broadcasts. Key questions for a second round of research should ask:

C If they know about IRI broadcasts, where did they gain this knowledge?

C Who listens to the programmes, both in childcare groups and at the household level?

C How often do groups and households tune into the IRI programmes?

C Are the broadcast times and dates appropriate for both childcare groups and households (and ifnot, what other times and dates seem appropriate)?

C Are caregivers and children able to respond to and learn from radio broadcasts as effectively asthrough programmes recorded and distributed on audio cassettes?

C What do people think could improve IRI/ECD programmes?

C Is there a need for local language broadcasts? If so, what languages make sense for which regions?Would local language broadcasts be understood by a majority of those language speakers?

A second round of audience research would ideally take place in sites throughout the various ethnic andecological regions of Nepal. Research should try to include data from differing ethnic communities in theTerai, Mid-Hills and Mountains. A sentinel, iterative approach to data collection would allow the first roundof data collection to examine audience listening patterns and also serve to disseminate information aboutbroadcast times and dates. Returning to these sites every three or four months to collect data could thenprovide data on emerging trends and programme effectiveness in meeting caregiver and child learningobjectives.

ConclusionThe IRI/ECD project should follow most of the same procedures that allowed Radio Nepal, UNICEF andEDC to succeed in producing twenty high quality IRI/ECD programmes. The IRI/ECD second phase willrequire many additional activities, including marketing strategies, IRI/ECD training materials production,ECD and IRI training and orientation, and other unforseen ventures. Radio Nepal will continue to lead theproject, and will oversee the production and broadcast of an additional twenty programmes. UNICEF andEDC will also continue to support the project both financially and through technical advise and inputs.Based on the success of the pilot project, the IRI/ECD Second Phase should prove equally effective in allits endeavors.

References

Radio Ownership and Listening in Nepal: A National Study, 1997. Audience Research Section, RadioNepal, Kathmandu, Nepal.

Audience Research for Children Listerns, 1996. UNICEF document of field research

13

14

Attachment A

IRI\ECD programmes and learning objectives

Programme Learning Objectives - Caregiver Learning Objectives-Children

Up/Down Teach caregivers that children learn actively.Teach caregivers to serve as guides for thechildren during the activities.

Teach children the difference between upand down.Teach children the parts of the body (head,shoulders, feet).

Big/Small Teach the caregivers to choose one boy andone girl as helpers. Teach the caregivers to lead a game after theprogram.

Teach the children the difference betweenbig and small.Teach the children to role play familymembers.

Inside/Outside Teach caregivers to ask open-endedquestions (questions that have manyanswers- they help children learn to expressthemselves).Teach caregivers to have the children taketurns (including girls).

Teach children the difference between insideand outside.Teach children to describe and compare theirsurroundings, indoors and outdoors.

Few/Many Teach caregivers to do activities led bychildren. Teach caregivers to first act out specificroles in a different role play and then assignthem to the children (sellers and buyers ormother and child with mother feeding child atleast 5 times a day).

Teach children the difference between manyand few.Teach children to do role plays usingmembers of the community: teachers andstudents.

Fast/Slow Teach caregivers to pair off children: (“childto child” -- a big child with a smaller one).Teach caregivers to clap or use music as atransition so that children change activities.

Teach children the difference between fastand slow.Teach children to listen and recognize 3sounds in their environment (cow mooing,water dripping, and a cat meowing).

Open/Closed Teach caregivers to create a safe healthyenvironment for the children.Teach caregivers to remember and repeatsimple safety rules to the children.

Teach children the difference between openand closed.Teach children the importance of drinkingboiled water.

Empty/Full Teach caregivers that children should eatdifferent kinds of foods for a healthy diet.Teach caregivers to encourage talkingamong the children.

Teach children the difference between emptyand full.Teach children to do an experiment of emptyand full by having them pour water in andout of containers.

Hard/Soft Teach caregivers to have the children line upand take turns.Teach caregivers to use local items in theenvironment as learning tools.

Teach children the difference between hardand soft.Teach children to touch objects (clothes,blanket, rock, table, wall).

15

Attachment A

IRI\ECD programmes and learning objectives

Backward/Forward Teach caregivers the importance of settingaside furniture or rocks to create a safeenvironment for children doing activities thatrequire space.Teach caregivers to plan and organize funactivities that stimulate gross motor skills.

Teach children the difference betweenbackward and forward.Teach children to act out a cat, a bird and anelephant.

Heavy Light Teach caregivers to choose an older girl andboy to lead the children an activity.Teach caregivers the importance of havingchildren compare the weights of objectsaround them.

Teach children the difference between heavyand light.Teach children to compare heavy and lightobjects by picking them up.

Together/Separate Teach (reinforce) caregivers to divide thechildren into work groups to organizeactivities.Teach (reinforce) caregivers to use thechildren’s bodies as a resource to teach themthe difference between together andseparate.

Teach children the difference betweentogether and separateTeach children the importance of cleanliness.

Above/Below Teach the caregivers that they can change alocal game into an educational activity whenthey change [hide and seek as the Bolivianexample] into a location game of above andbelow.Teach the caregivers that it is possible toverbally encourage all the children.

Teach the children the difference betweenabove and below.Teach the children muscle control when thewalk on a line drawn on the ground.

Same/Different Teach Caregivers to ask open endedquestions that help children express theiropinions about their favorite colours andsongs.Teach Caregivers strategies to calm thechildren down.

Teach children the difference between sameand different.Teach children to recognize that they candistinguish between three common colors,such as red, green and blue.

Soft/Loud Teach caregivers to find ways to give thechildren choices.Teach caregivers to have children worktogether.

Teach children to do distinguish the soundsof three musical instruments (drum and twoother local instruments such as a flute andstringed instrument played on the radioprogramme).Teach children the difference between softand loud.

Behind/In Front Teach caregivers to organize activities fordifferent age children at the same time (younger ones pick up sticks, next oldestsort them by size, next oldest draw a circlewith them).Teach caregivers to facilitate fine motorskills.

Teach children the difference betweenbehind and in front of.Teach children to draw a circle and a line(either with a stick or a finger on the ground).

16

17

Attachment A

IRI\ECD programmes and learning objectives

Silence/Sound Teach caregivers to show the children howto care for their teeth.Teach caregivers to help the childrendevelop listening skills.

Teach children the difference betweensilence and sound.Teach children to recognize 2 sounds: music,a cat meowing, and silence.

Before/After Teach caregivers that children learnprinciples of hygiene through drama and roleplaying.Reinforce to caregivers that older girls andboys can help younger children during thewashing activity.

Teach children the difference between beforeand after.Teach children the importance of hygiene.

Near/Far Teach caregivers that they can draw uponthe children’s imaginations to give themconfidence in their own ideas.Teach caregivers to use local items in theenvironment to make a toy.

Teach children the difference between nearand far.Teach children to different types oflocomotion (walking, riding, flying).

Happy/Sad Teach caregivers the importance of bodylanguage.Teach caregivers to express themselvesthrough making expressions of happy andsad.

Teach children the difference between happyand sad.Teach children to describe the weather andwhat happens when it is rainy or sunny.

First/Last Teach caregivers to teach children socialskills by passing a rock around and sayingplease and thank you.Reinforce to caregivers that children must eata meal at least three times a day to grow anddevelop.

Teach children the difference between firstand last.Teach children to put things in order fromsmallest to largest.

18

Attachment B

Audio Tape and Formative Evaluation Distribution and Collection

1) UNICEF CO collects tapes and forms (T&F) from Radio Nepal (RN), and sends to UNICEFFO.

2) FO receives T&F and informs regional evaluators.

3) Evaluators retrieve T&F from FO, or FO forwards tapes and forms to Evaluator's associateinstitution. After Evaluators receive T&F, they conduct evaluations. Forms must be returned to FOwithin one week of receipt by evaluators. Return cassette tapes to FO along with completed forms.

4) FO sends completed forms and tapes to CO.

5) CO sends forms and tapes to RN.

Evaluators must fill out claim forms for each evaluation field trip upon completion of field work. RadioNepal Regional Broadcast Stations will pay claims according to established DSA and Fees, and willreimburse travel expenses at actual cost.

Tape Distribution for Final Programmes

1) CO collects programmes on cassette tape from RN, and sends them to FO.

2) FO sends appropriate number of programmes to DEO, Nagar Palika, NGOs and other institutionsthat support childcare centres. FO will coordinate distribution to independent childcare centresparticipating in IRI/ECD.

19

Attachment C

Summative Evaluation Data Collection Instrument for IRI/ECD Pilot Project

Fill out before each evaluation: Round No.: FinalObserver’s name: _____________________ Date: ____/____/____Childcare group facilitator’s name: _______________________Childcare group location: _______________________ Affiliate institution: ____________Number of children present in group: ______________Facilitator participated in first round of data collection? Yes NoFacilitator received/listened to all 20 IRI/ECD cassettes? Yes If No, how many received ______

Scoring index1 = 0 to 20% 2 = 21 to 40% 3 = 41 to 60% 4 = 61 to 80% 5 = 81 to 100%

Observed Caregiver Behaviours Rating Comments

Group Dynamics and Activities

Caregiver guides children through activities suchas a game or other group activity

1 2 3 4 5

Caregiver chooses children to lead or assist inactivities

1 2 3 4 5

Caregiver has children take turns (including girls)during activities

1 2 3 4 5

Caregiver models activities for children 1 2 3 4 5

Caregiver divides the children into groups 1 2 3 4 5

Caregiver creates a safe environment for childrento perform group activities (clears space, movessharp objects)

1 2 3 4 5

Total score for group dynamics: _______________ out of a possible 30

Caregiver to Child Interactions

Caregiver asks open ended questions 1 2 3 4 5

Caregiver offers routine audio/visual cues tochildren to signal familiar tasks

1 2 3 4 5

Caregiver encourages talking among the children 1 2 3 4 5

Caregiver talks about appropriate diet for children 1 2 3 4 5

Caregiver has the children make comparisons 1 2 3 4 5

Caregiver verbally encourages children (includinggirls and slow/shy children)

1 2 3 4 5

Caregiver has children make choices 1 2 3 4 5

Total score for caregiver to child interactions: _______________ out of a possible 35

1

Caregiver Skills

Caregiver uses children’s bodies as a teachingresource

1 2 3 4 5

Caregiver uses local materials as learning tools 1 2 3 4 5

Caregiver uses local items to make toys 1 2 3 4 5

Caregiver is able to control and calm the children 1 2 3 4 5

Caregiver has children perform activities tofacilitate fine motor skills

1 2 3 4 5

Caregiver includes activities to help childrendevelop listening skills

1 2 3 4 5

Caregiver includes activities to develop children’ssocial skills (such as sharing, saying thank you,cooperation)

1 2 3 4 5

Total score for caregiver skills _______________ out of a possible 35

Total Score: _________________ out of a possible 100

After observation, ask caregiver the following questions:

1) Any problems with cassette player, such as batteries finished or mechanical problems?If Yes, explain _________________ No

2) How do you feel about the IRI programmes and why?

3) How could we improve the IRI programmes ?

4) What would you like to have different in future programmes?

5) Can you listen to the radio programmes broadcast on Sunday at 10:30 am and Wednesday at 1:30 pm.?Yes If No, why not?___________________________________________________

Copyright © 1998 UNICEF

Early Childhood Counts: Programming Resources for Early Childhood Care and Development.CD-ROM. The Consultative Group on ECCD. Washington D.C.: World Bank, 1999.