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close this bookEarly Child Development: Investing in the Future (WB)
close this folderPart II. The practice
close this folderEducating through the mass media
View the document(introduction...)
View the document1. Training children's first teachers in Israel
View the document2. Helping Parents Care for the Very Young in Israel
View the document3. Searching for the Best Care Model in Turkey
View the document4. Community Educators Working with Parents in Mexico
View the document5. Expanding Teacher Training Programs in Trinidad and Tobago
View the document6. Introducing New Teaching Approaches in the Former East Bloc
View the document7. Meeting the Increasing Need for Child Care in Kenya
View the document8. Giving Children a Head Start in the United States
View the document9. WIC Preventing Low-Birth-Weight Babies in the United States
View the document10. Community Centers Saving Children in India
View the document11. Rationalizing Kazakstan's Kindergarten System
View the document12. Expanding Services for Children in Guyana
View the document13. Planning to Meet the Needs of Children in the Philippines
View the document14. Experimenting with New Service Models in Chile
View the document15. Restoring Services for Children in El Salvador
View the document16. Addressing Basic Health and Education Needs in Venezuela
View the document17. Tuning in to Learn about Child Care in the Philippines
View the document18. Using Radio to Teach Caregivers and Kids in Bolivia
View the document19. Producing TV for Tots in Nigeria

19. Producing TV for Tots in Nigeria

With too little money to provide traditional preschool classrooms for all of its young children, Nigeria, assisted by the World Bank, is turning to educational television as a way to reach millions at relatively little cost.

Although Nigeria's national education policy seeks to improve educational opportunities for very young children, the country cannot afford to fund a traditional program for all of its 13 million preschoolers. The Nigeria Development Communications Project therefore proposes using the mass media-and the Sesame Street model-to teach children aged three to six and instruct their caregivers in active learning techniques.

The five-year pilot project will design, produce, disseminate, and evaluate mass media instructional materials for preschoolers and their mothers. To accomplish this, it will support the development of institutions to produce educational television materials and train television managers and evaluators. Its goal is to reach 4 million preschoolers, 36 percent of whom already have access to television. To broaden access, fifteen local government authorities in ten states have agreed to supply additional televisions for child care centers, and televisions will also be bought with the project and grant funding.

The instructional videos will not only be transmitted over the national network; they can also be shown from "video on wheels" vehicles and at local viewing centers. The newly established educational television unit of the Nigerian Television Authority plans to produce 130 episodes for preschool children, designed to develop their language expression and comprehension skills, their ability to observe and to solve problems, and their prenumeracy, preliteracy, and social skills. The shows will also convey basic health and hygiene information to parents.

In addition to the videos for children and parents, the project will prepare four to six videos for preschool organizers, facilitators, and trainers to show them how to identify children's basic needs, how best to organize available space, how to monitor children's health, how to create an environment for learning and for stimulating children's play, thinking, and expression, and how to make sure children are getting affection and good nutrition. Other videos will show parents how to observe the effects of children's interaction with adults and what children learn from such interaction.

The five-year pilot project, whose total cost is estimated at US$10.23 million, will be supported by an IDA credit of US$8.03 million, a Nigerian Television Authority grant of US$1.71 million, and a combined UNICEF and Bernard van Leer Foundation grant of US$490,000.

The Nigeria Development Communications Project will establish a new, collaborative way to produce educational videos in developing countries. Training sessions for this enterprise will include not only TV producers and scriptwriters, but also sociologists and early child development specialists. To evaluate the project's impact, baseline data on educational and social indicators are already being collected on children and adults in the targeted areas, and changes in these indicators will be monitored throughout the project.

If the Nigerian venture works, it could introduce an inexpensive and highly effective method for improving conditions for young children. As Sesame Street has shown in the United States, nothing is more powerful than TV for getting out the education message.