Interactive radio instruction (IRI) has emerged as an important option for improving educational quality in primary school classrooms in developing countries around the world. Studies of the IRI experience in more than two dozen countries during the past 25 years have shown that the use of IRI has led to significant and consistent improvements in school achievement and has helped overcome equity gaps between urban and rural children and between boys and girls. Because IRI can be broadcast to large audiences across a country, the cost per student is often low in comparison with other options for improving the quality of instruction. In addition, IRI is a proven, effective strategy for reaching children and youths who do not have access to formal schooling, and a significant number of “secondary” audiences also benefit from the radio lessons. This toolkit is intended for African policymakers, education planners, and pedagogical specialists who may be considering the feasibility of using IRI in their education systems. Although, as is documented in the appendixes, considerable use had been made of IRI in Africa, there has been relatively little application of it in francophone countries. The recent successful implementation of IRI in Guinea could serve as a catalyst for countries with similarly structured education systems. The growing interest in IRI has contributed to increased regional cooperation and collaboration as countries share experiences and resources. Since IRI focuses on a relatively modest, low-cost use of technology, it can have broad coverage and impact. It is especially useful in resource-lean environments and in settings where access to fundamental quality education in isolated areas is a problem. A particular benefit of IRI is its ability to improve classroom practices by exposing teachers, many of them untrained or undertrained, to the principles of learner-centered, child-friendly education. IRI also helps build capacity within education communities to enable them to embrace new approaches, innovations, and pedagogical thinking.
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