Scribd Logo
Upload

Welcome to Scribd!

  • Document 15

    Uploaded by

    Abeera Sheikh
    8 views9 pages

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    8 views9 pages

    Document 15

    Uploaded by

    Abeera Sheikh

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 9
    eee a Devel ‘opment Communi nication — ion - MCM 431 VU Lesson 01 In i {troduction to development Communication Eateniestion ‘ommunication is shared aaestae ik as a process by which we assign and convey meaning in an attempt to reste iB. is process requires a vast repertoit of skills in intrapersonal and interpersonal Use of these Process: processing, list ie dey Seana ao speaking, questioning, analyzing, and evaluating. ee is Sng ery Sean, eT home, school, community, work, m4 beyond. It's thi t ough communication that collaboration and cooperation occur Communication Theory Framework It is helpful to examine communication and communication Viewpoints: theory through one of the following «© Mechanistic: This view considers communication to be perfect transaction of a message from the sender to the receiver. (as seen inthe diagram above) «Psychological: This view considers communication 1 the act of sending @ message " and the feelings and thoughts of the receiver upon interpret" the message. to be the © Social Constructionist (Symbolic Interactionist): This view ‘considers: ‘communication product ofthe interactants sharing and creating mean «Systemic: This view considers communication to be the new messages CI sya appens as the message is being interpreted ‘and re-interpret to a receivers through-pue> sreated via avels through fed as it tt of power and oppression of individuals people. + Crit considers communication as a soures and social groups: “7 munication as Inspection of particular theory om this level will provide a framework on the nature of com vithin the confines of that theory. seen W logical can also be studied and organized according (0 the ontological, epistemological, and axiol ‘Theories 4 imposed by the theorist. framewor Omotogy essentially poses the question of what exactly, it is the theorist is examining. One must iermswer usually falls in one of three realms dependi consider the very nature of reality. ing on whether ors paorst sees the phenomena through the Lens of 2 alist, nominalist, or social constructionist. Realist perspective views the world objectively Delieving that there is a world outside of our own experience and pettrions. Nominalists se the world subjectively, clan os that everything outside of one’s cognitions is cosntiafames and labels, Social consiuctionisis straddle the fence between objective and subjective sanity claiming that reality is what we ereate together. Epistemology isan examination of how the theorist studies th Pee i tia eee erase. Te knowledge aly ‘need tbrogh use ofthe ecientife methed. S sel fed iar em cd cg mont aly welsh i th nas, Tres of i are usually created to predict a phenomenon. Subj piel : : ek we ually cou pet «phenomenon, Sobetive theory holds that ig interpretative methodology such as ethnography and interviews, Sybjective th phenomena in the social worl heories are typically developed to explain or und understand ‘Axiology is concerned with what values drive a theor ist to develop a thi \eor; potential biases so that they will not 3 not influence or skew ther findings (Miller, Theorists must be mindful of ler, 21-23), Development Communication (DC) Development Communi umunication 4s a communication strategy for the wi le whole soci ety. Co 'rtual University of Paki tan Pyright Virtual Universi st vu ‘ommunication — MCM 43] Development, Xp evelopment. cor i mmmunication is a an art or sci revolutinn of a-country and its peopl ‘or science of human communicatt applied tothe direct economic growth which ome ple from the state of scarcity ‘and shortage towards @ vibrant state of prospective, s possible the high values of life and large fulfillment of human One of the first examy i ples of development communication was Farm Radio Foran jin Canada. From 1941 dio programs. There Were also printed to the Great ample st to 1965. fa }65 farmers met in groups each week to listen to special reson, AC ist his 2s 2 PO o dealt with mate terials and prepared questions to encourage grou} food production in World War TI, But the Forums als ‘education was later adopted in Depression and the need for increased soci c al and economic issues. This model of adult eduction or distanoe India and Ghana. mary edueation. One of more 1970s to improve Pr i red to make them 2) Instructional television was used in El salvador during the 1 the problems was a lack of trained teachers. Teaching materials were alsO improv relevant. More children attended school and grads Mates increased. 10 this sen the project as a Thovess, However, there were few jobs available in EI Salvador for reaver -educated youns PeoPle In the 1970s in Korea the Planned Pare thood Federation had suoceed in towering bith and Jmproving life in villages such as Orya Ti mainfy used interpersonal ‘communication i? women's clubs. The success in Oryu Li was not found in ‘all villages. It had the advantage mrseveral factors including © emarkable local woman leader and visits from the provincial govemor 10 get women in the Cochabamba Valley t0 use -¢. malnurishment amons via in the 1980s tried t to deal with chron commercial radio social marketing in Boli This was an attempt broadcasts on focal Ly) Aproject of Soybean recipes in their cooking. Stiidren, The project used cooking Temonstrations, posters and fe did try soybeans but the ourcome ofthe project is unclear 1 600. nie books to children ferman and Wonder stations. Some peop! Government jes planned to distribu ature SUp\ re in Albanian and jexploded land mine left OVE from nes and not £0 ipts to ban land and D.C. Com "The comic books at do when they to toud children not ip. In spite ofthe 1997 Ota Trea i eivitians each year around the world. ty which attem 4 war. The cor ead to call an tue to Kill or inj adult for hel Kosovo's civ’ re 20,01 move, but inst mines they conti yunt shich more satisfactory acco bjectives. It involves ion (DSC) id accomplishment in w! change, ment an idesign of growth projects and their ol “pplication in adult education, the processes of pport Commun ie in develop ioral nication methods an le action and analysis”. Support Communication, DSC; is @ ‘multi-sectoral process of information raring about develop EE ened ations It links planers, beneficiaries an implementers sharing Sent action including the donor eommuniy. lignes planners and implementers provide oe vesplicit and intelligible data and information Y pout their goals and roles in development, and catty provides opportunites for beneficiaries participate in shaping development outcomes. It opt constantly aware of the achievements and constraints of ensures that the donor community i development efforts in the field. Development Support Communicati 0 jon makes use of all availabl = * m lable structures and r ring, Therefore it 5 not limited to mass media alone, It also uses both formal a al g non-formal uth associations, as well as places where people channels of communication, such ication, such as women’s and gather. markets, churches, festival But 5 i ls, and meetings. But its cot 7 nntribution is in usin} ig these in a systemic, continuous, co-ordinated and planned n manner, £0 perform linkage and ei fi snabling functions. It requires ‘Development Su DSC is 2 disciplin je taken of the human bela ‘an understanding of commun diffusion of innovation, simp! vo of Development ‘The practice ment agent © Copyright Virtual University of Pakistan 2 ae Development Communication - MCM 431 = jon competencies analysis of the communication environment, of the available and needed communicat r ted results from and resources (hardware, software, financial and human), and clearly indicates exPee specific resource inputs, so as to maintain accountability. In short, DSC is a legitimate function of development planning and implementation. DSC therefore needs to be examined as a valuable «technology» for using the social communication prove® to foster an strengthen sustainable development at local and national levels. Tt ‘should be taken more serious ety programs of social change, and should be reflected explicitly in development policy and strategy. way of doing so is through the enunciation of a national information ‘and communication policy, Whi can be explicitly integrated into national development thinking and practice Differences between DSC and DC Development Communication (DC) © tis applied at macro level ie. DC is applied in the projects! programs that are at lai f TLie wedhnology based. It usually depends upon the technical mass media, 2 tis for general masses i.e. itis not for any specific community Or BroM general public. = BCrhas no specific goals, It has general goals. It is forthe overall development in & sector or an area. # Itis source-orient targets, There are no limits but time is fixed for completion DC has no specific goals. It has general goals, Its for the overall development in a sector or an area. s JLworks vertically top-down. i.e. this communication usually flows from source towards receiver. rrge scale. ip of people but for the led, In DC, the communicator does not care about the needs and level of his/her evelopment Support Communication (DSC) © DSC is applied at micro-level the projects in which i is F DSC is a ich it is used are launched and implemented at It depends on interpersonal and culture-based for : It is for specific and fixed target audience. pe ot nao Ithas specifi, set and clearly defined goals, Itis receiver-oriented, In contrast t communiendng any Tseng. nt hs RA diame in piven special itopenanse by DSC has cert eeeetben DSC has certain limits of project. And the pro store thas specifi, set and clearly defined goals. It is participate ny at gras participation. Ep Foctlleve inished after achieving specific goals ls. In this Tn this co, mumunication, audiences are giv en. maximus ; m vu Lesson 02 2 ication Development Communication goss and melt © bring organized efforts to use communicatio in developing countries. Development communications are xd television could social and economic improvements, generally ‘The field emerged in the late 1950's amid high hopes that radio an ae world’s most disadvantaged countries to bring about dramatic progress. Early at Tike Wilbur Schramm and Daniel Lemer based their high ‘expectations upon the 4 ‘World War I propaganda, to which academia and Hollywood had contributed: ajonal oversets Also with World War TI came dozens of new, very poor, countries Ieft by their forms ss media could bring education, essential skills, social unity, Syhat he termed "the societies progress through specific stages of developm ‘edia would create age of high mass consumption.” Lemer suggested «hat arly development “empathy" for moder culture, and a desire to move from ‘radii reining wemcations, especially that sponsored by the U.S. government Was al hearts and minds" over to a capitalist way of life. : nin ‘These early approaches pi a apolir of erroneous assumptions, and have ior et cil Hi contemporary approaches to development. Obstacles fo development were naively seen 0s ionshi wi umed (0 developing countries, not as products of intemational relationships. Modemization 8 peta equate to Westernization, 'o meeting fnuman needs. Develop: s and to be a necessary prerequisite t oe spread chang seen as a top-down process, dia could bring about widespread change. whereby centralized mass m: ; Pratuous of development media often failed to ask if the audiene® St receive the message (television penetration in developing counties i Shadi penetration in the early days of developmen ferstand the message (a probl Communication was light), und jes with dozens of languages and (with the necessary tools ot em in countri dialects), act upon the message other forms of structural support), and want (0 fctupon the message. And because it was based upon a Prop aiganda model, development communications cfforts were often seen as propaganda and distrusted Projects embodying these philosophies have enjoyed litle succes, 19 he 1970s and 9ebe a new paradigm of development communication emerged which better recognized the process of derpcrate underdevelopment as a faction of colonialism, the great diversity of the cultures involved, the dere Tpetween elite versus popular goals for social change the considerable political and ideological aaeret to change, andthe endles varieties of ways different cultures communicate be put to use ithe mieations theorists parent success of "modernize." rent on their way fo modernity ‘exposure to Westen Mm ional to modern ways. v igo seen as a means of and a desire to television, have been "magic multipliers" of ed effectively to supplement the work of but only in well designed programs But in some instances mass ‘media technologies, includis evelopment benefits. Educational television has been us teachers in classrooms in the teaching of literacy and other skills which are integrated with other educational efforts. Consumer video equipment and VCRs have been used to supplement communications efforts in some small project. Some developing countries have demonstrated success in using satellit g satelite television to pr information to porions oftheir populations out of reach of terrestrial broadcasting. In 1978 eal 197% os satellite communications project called . eoansigcea satellite Instructional Television E> i SITE ue Instone Television Experiment) was usd to bring informational television programs isi te Vat cna ten Tho projet led but there is little indication that satellite lid lead to Indian development of its own satellite network. China has also embarked ambitious program o Subvantl sce: hread sae on a ambitious program of satelite use for development, claimin r E 1g ‘When television has succ ceeded as ic in sme ‘einen ies tool in developing countries, it foun organizations work with local i _ ides mul later ‘Ocal governments to develo, id to governments, P communications projects. © Copyri it Poright Virtual University of Pakistan Development Communication ~MCM 431 vu Non- Pe arate ae (NGO) conduct development projects worldw le using U.N., ae , OF Pk nding. And government agencies, such as the U.S. Agency for Intemational evelopment (USAID) provide assistance to developing countries, but with political strings attached. There are three common types of development campaigns Persuasion, changing what people do; Education, changing social values; and informing, empowering people to change by increasing knowledge. This third approach is now perceived as the most useful Instead of attempting to modernize people, contemporary efforts attempt to reduce inequality by targeting the poorest segments of society, involving people in their own development, giving them independence from central authority, and employing "small" and “appropriate” technologies. The emphasis has shifted from economic growth to meeting basic needs 2, but not its In this new view of development, communication becomes an important catalyst for change, bn Or cause. Local folk media, for example, is employed to reduces media's bias toward literacy AT Ti og information in a traditional, familiar form, Development journalism provides people tr change in their society, and works at the local level to advocate change. Where TNE’ og useful employed in developing societies, community newspapers and radio prove far more USS ng to be than television. The rapid spread of entertainment television in the developing vo A og ee a more & disruption to traditional social structres than an agent of progress: OFM TT razil, has television does show promise for contributing to development. The tclenove la, Peay ain Tow beins demonstrated some success in disseminating "pro-social" messages. Such PORTS ©, equeation, evaluated in many countries for thir effectiveness in contributing to population conto and other development goals. "People's: aiden é becoming the central issue of our time,” says aoe in its Hur Report 1993, to which we add, "and participation requires cone ve and technology are shared Development programmes can only realise their full potential if know’ mes tee meople themsel¥eS effectively, and if populations are motivated and committed to achieve sucoes®, OT cnnology and are the driving force of their own development, no amount of inversment or pre inputs will bring about any lasting improvements in their living standards. ey identifying munication is eental to this task in many ways For example, it enables Plants ont thei nd formblating development programmes, to consult with people in orden te MAY TT hs criciaries needs, attitudes and traditional knowledge ‘Only with constuction wil pr 1e 1 actors to make development programmes al Seth al a mt eee eg protean fe common grounds for action, and builds a sense of identity and participation in order ‘0 imp! Cateeot that, development involves change, new ways of doing things. Will people have the consiiones to make a project work? Will they acquire ‘the new knowledge and skills they need? How can barriers i illiteracy be overcome? Communication media and techniques can be powerful tools to advise people ‘about new ideas and methods, to encourage adoption of those ideas and methods, and to improve training overall Communication approaches are also invaluable for improved coordination and teamwork to manage development programmes, and to gain institutional support, We live in a communication age, and the fll impact of communication on development is just starting to be seen, Based on the experience of FAO and other agencies, communication for development has reached the stage where it can have a noticeable and rewarding effect on many di e y development programmes This booklet not only promotes the concept of development communication but, more insta it also describes how achieving it ill potential to support development requires executive decisions by cath planners and policy-makers. ete mia Jacques Diouf, Director-General, January 1994, Rome man Development ‘The Role of Communication A decisive role can be played by 5 communication in Ate misce tepaedby. Promoting human development in today’ economy, conditions are becor ae ee Sespnsracy decentral cn ante cual "ming more favorable for people to start steering their weno he, Market 8 their own c a ourse of change “Pytight Virtual University of Pakistan Development Communication - MCM 431 s vita ” -u But it is vital to stimulate their awareness, participation and capabilities. Communication technology are central t0 this tsk, but at present are often underutilized. Policies are he encourage effective planning and implementation of communication programmes. = ‘The new development context Major changes and new emphases have appeared on the development scene. Societies are opening to debate and markets to individual initiative; privatization and entrepreneurship are being encouraged; new technologies are becoming widely available; management of government services is gradually being relocated closer to the users, ifnot handed over directly to users themselves, in order to cut costs and seek partners more’ committed to effective implementation. Indeed, a host of structural adjustments are profoundly affecting most aspects of production ‘and human interaction. These structural adjustments ake demands, and have direct economic and social effects on people Governments of developing countries can no longer fulfil all social and regulatory services by themselves, especially in rural areas. Many economies are overwhelmed by the cost of servicing their foreign debt, and governments are under stringent requirement from international financial instituions to reduce spending, In their quest for greater cost-effectiveness in all their operations, governments must hrave the active support of, and a greater contribution from, the people. Governments are thus obliged to seek new and perhaps unfamiliar partners, ranging from local leaders to people in a variety of non- governmental organizations. These people are accordingly obliged to shoulder new and perhaps unfamiliar responsibilities. Furthermore, as we near the end of the century, a number of specific issues have come clearly into focus na being central to socio-economic progress, equity, social stability, 0 the future of humanity- and pethaps even t9 its survival. ‘The environment and its relation to sustainable agricultural development and food production present an enormous challenge. A prime consideration is the proper use and conservation of natural rspurees, These resources are often degraded atthe hands of impoverished rural people who have no revmediate alternative for meeting their needs for land on which fo B70 food, and for fuel wood. Their saorae of forest areas, with the negative consequences of sil erosion ‘and dwindling water resources, Will ‘nly be halted through new schemes of employmeny ‘and income generation and through applying only pation techniques. Such solutions, however, wll have 0 Be ‘made acceptable to local people, many

    You might also like