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UNITeO NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION

Development
I
of Educational Technology
in Central
and Eastern Europe
Studies

Division of Structures, Content, Methods

and Techniques of Education
Section of Methods, P_1 terials and Techniques

ED-77/WS/133
Paris, November 1977
Original : English
 (THIS IS A UNITED NATIONS
UNESCO PROJECT . U .N . M tvy 1Wkp~ a~j E:) .77 f fs/1i i - pa!-," ,
EDUCATIONAL, SCIENCE, ,Qr-, '1" ) S Paris, November 1-77
_V , or,* ?nalish I
AND CULTURAL ORGANIZA- kv
TION, WHICH DIRECTS e-
+, C ,
o '"' r"
AMERICAN EDUCATION Sat vv t
DUE TO OUR MEMBERSHIP •1
IN THE UNITED NATIONS .) G ~-`~ r ~ It Q ~4 r- Ic~ ~ D C IQ'1

"The development of educational technology in the Central and ;astern

European countries", as cor~r°_issioned by the U1T3SCO Secretariat, is wimn .arised
on the basis of the oral and written information s p •- 1ied b • the countries
having attended the ~,'udapes ,. International Ceminar on dgcational Technology
in 1975 . The countries involved are as follows t People's ?en ..blic of
^ulgaria , Socialist Republic of Czechoslovakia, "'enublic of `'inland, "e' t blic
or reece, Socialist Federal Perltblie o!' `..ru .;oslavie, ?eo ;.le's ."ient.t1 is of
Poland, People's _e zblic of -:ngary, "•s rnan Democratic ;'enablic, Union of
Soviet Socialist em blics . . ;rata were also *,oplied by the Socialist . :_eru-
blic of -.mania which could not particin?te in the Seminar .

T, a gulm exercising a decisive influence on the present strndarc':s o" the

application of ed,tca iona7 . e c no pair and the strategies a :i ra a o_ z s
£r rther spread in rFe countries s ed a •o ve ara as followws

a ./ the overwhelming majority of the countries represented /H out of 10/

are socialist states ;,
i
b ./ eL :ceot for the Soviet 'Jnion and Finland the naticrs concerned can be
classi :"ied into -the category of fairly developed countries from the
technological point of view .

On the basis of the above factors some of t:--e specific characteristics of

the development of educational technology will be underlined . It f011 s from
e of the socialist s+r~ctt+re
. of the state in tine countries c'nrerned
e-tcent inland an d Greece f__a'~ tth r 67, ?ca tona l s,r7 em i.s cep ra ize, : .
Thi creates an e ::t•e_i_ly favo-arable si_tuatio fn
or centra state ncas. :res d.e-
'~'~let~ possesses the means neces ,
s ed to z.odorrize education . sooc„ „s ate
. T,'"o
say e pica ion or a widespra i, use of meteiodology based on solid tech,
nolopica1 fo md?tions and of the media and means or edl .tcational technology .
This fact, however, coir_c •i des with increased responsibilities to 1e born by
the organs 3zngaged in ciecision-raking . In a sitration in which millions of
students learn and hundreds of thousands of educationalists teach, on
bag is of =i_ igd eurrivila , decisions involving the d.evelo-:ment of the method
o be adopted in e6?ca+.ion and of the media and aids of educational technoloE
call for very thorough preparatory work . From the point of view of the dcve-
lopment of educational technology he soc
able Vva_ti.on bWVse '^ tha s : of telrv .on, ratio
n3 sc:001 x4dio are o erated contra and ar-, to a cc side ra _e e:.. t er 't, a'
ac
t . . a serv? ce o~ ed:tca won .

The socialist countries also have a substantial •a dvai arr from the aspect of
'' ~',e develonmeh o ed:_ca 3 onal technology 'e e ~e t r -tc' ? n-sex •i (
VP) ,~' training o re^t on a unifona basis _n addition, ,curric~1a are
T .~ ~G We- V +uniform in the individual coun rtes e d' f rent t-1 as of scr .ools <
etze on t :^e ctirric•a lar a t? vies an ':e ee e o pnient of edui a ; o-la '
ec' y can bellshed co~;narativel ease • . ~_

.? ~C X 1St _ ~{x~c,-~,~t . (it s c~.Nt s' a +n s - ~A+i D ~~ .a.. I Q S4

N +~ ~ . .40
CW-r-+vc_( 44A .0 d
t Soc( ..(t
 E7.77/{JS/li3 - rage 79
P:ris, November. 1977
Cr'.ninal : :.nglish

The organizational set tip of the a :: Ply of audio-v*.s:.al aids and materials
of vocational training is also easy to c'esc i:.e . ?elevar_t recearc.: : and plan-
ning are' the resnons bilities of the ?esearch Institute of Vocational Training
while production and distribution are in the hands of the Centre Supplying
Vocational Echools with Teaching Aids .

"Long distance" education is a comparatively new field and is the responsibi-

lity, in the first -ilace, of school radio and school television, h .:t t' a Na-
tio_nal Centre for : ducat osial '.ethnology is also engaged with relevant research : .

The activities carried on by most institutes are of several direction . The

National centre ''or :]dt;cational Technology is restponsible, for instance, for
designing and nrcdaci'ng the audio-visual Materials, while the Centre Supplying
Vocational Schools with Teaching :ids is zn charge of teir prod :L .tion and di s-
tritbution . In the case of school radio and school television both planning,
prod: •. ;ticn and distr .uuzti on are in one hand . In the case of z;7 .1:~-•_ o-visual ma-
terials and aids designed for Public education, more than one e1t?r? ri.se s en-
gaged with production, since -the •? rodi:ction of the zero series is the respon-
sibility of t: .e National Centre :'or Cducationl ^eclmoloa,r and serial Produc-
tion i s i n •"__e hands of the Teaching Aid Producing and Sales Corn-any
. In t1he
field of vocz.'tiona training the Centre Supplying Vocational Schools with Tea-
ching Aids 's in charge of producing, distributing and borrowing, teaming aids .

The schools are given credit centrally by the hini stry of education for making
their purchases o n. the basis of the list of teaching aids compiled by the
1cini stry o 73duca -don; they can also borrow audio-visual materials and aids
from the '? :~cTanest Pedagogical Institute, tae County ;Film Archives which are
stbord .nate3. to the local municipal council .

In all t'•- e forms of activities th •ro Kn n

in . . t ve .r 1_r'L' rtant be
.-o-
•t
for _nstai.ce, t_-.e National Centre ._or
them b long to the same a,",
:--acaUona_ ..ec :hno ogy, !e Tatiorial Pedagogical lnst(tute, t 1 le Teaching Aid
Producing and ;ales Comtany and the Textbook Publishhing _souse are all subor-
dira -`ed to the 1(inistry of 1 ducation/ i much easier to estab sh coopera-
tion among t're- Yost of the rroblems arise age Production be-
« there are overlap-:'ngs
cause i gs iat are d=t 'f _t c : t.1t -to eliminate ti an-
. •. se the
te ris e-var% d w •- -h roduction are s .•b ord_n?ted to Ch. . ffere"1t ministries .
or e:_ample, each of . the ilm s ios run v the differen m nictr :tes mare
their own e& cational :"ilm.s and so it may occur that several films are made
sim;ltaneo usly a' :ova one p~.rticu".ar su:b-act or t heme . in an -effort to solve
or eliminate s~.+_c l and similar robleii_s t1--a ::ci°r_ti-''
Coordinating o Mcil for Maca •t Toleci,
s o:. Tt 1 n a7 eme w _th the other m inisters . The ?-rational
Centre for sducatio :.a._ ' echnology is in otach with all t~e" m" ` stries and a
number of national i;:1s'tat ..tioro throagiI Ii ::w' Mah-_irg U 't
possible to coordi-
nate t :-!e prodvtc Yo of oftware not only within %esp_i"'"' Ere` '_ a E"^orz y o : t'_~.e
sni.stry of ,ducation but also within that c•T the other ministries .
 ~.77i1S/l33 - pace 15
Paris , 1•Iovetaber 1977
;
Or .ginal : ar_r-1ish

G H 3 S(1 Y

Improvement of relations + + + + + + + + +
between school and act .a l life
17
ett1:a?iant of problems caused +
by teacher s' .prtage

reAaer PeveIoq moat of the evaluuabi'!ity

V +1 (1 teac U-t nv-1e4rai :zg process
+ + +

C Integration i :2 the field

d' educational research
and nrodnctio_i

o :'s for
Develot ia :2t of neiq ts + + +
education
the planner of

Spreading t` e meet' oc'olo?ical

altcr_:ativcs for
motivation

l~(aSfR ;s •t a:1is :ice__t of th ayct3m + + + +

(aPgrrni of independent learning

:' teac'' .ero in

Sup-porting .-e
+ +
f i4 performing their Giivitiss

fy Inclusion o ;' other .^.tra+a of

L, ,Q_ the society in s_: stemstic + +
1ear~zing
a.Sg c~
'M 0
,

Let us review the factors influencing the ir~trockiction of

CI)
m educational technology one b;r one,

o_
Y C!! S
G

~7
14~nm~ l`f77 ~
 ~"" ~ ~( _~-~o p {"~.~ ~* 1
L.LZ (.t /:-i4 . T 4 U-6 6- 1
fir p% o
s -~+ r

- C'5 t ;
- ~-/w/i 91

FACTORS INFLUENCING TAE D UCTION OF EDUCATIOAL TECHNOIAGT

ensuring appropriate Facilities Adea_uately T_-ained Teachers

I I

Reseascc $ad Development Interaatlonal Cooperation

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