Main Points Project development entails a number of steps, including (a) determining the profile of the learners—linguistic levels, existing knowledge, interests, local games, local tensions, and role models—and identifying the overarchingeducational objectives; (b) creating a design document to guide program development and map the learning process of students and teachers; (c)initiating scriptwriting to bring life to the educational activities through radio characters and settings; and (d) conducting formative evaluation to determine whether individual IRI programs, and the entire IRI series, are achieving the desired learning goals. Production includes local activities that turn learning objectives into scripts into audio programs; reproduction of CDs or tapes for distribution; and perhaps adaptation for different regions of the country. Revisions of programs through formative evaluation involve as much as 50–75 percent more in production costs, although digital editing may reduce this cost. Options for delivery include radio broadcast, CDs, audiocassette tapes, or a combination of these methods. Production of some print materials helps support lessons and training but does not need to be extensive. Marketing is an essential aspect of IRI programs. Possibilities include radio spots, promotion of songs and content featured in the IRI program, development of ancillary materials that support community involvement,and games and competition among schools to motivate students and build program visibility. Summative evaluation, usually conducted by an external agency, measures the ability of the IRI program to reach its goals and often has a strong qualitative component. For detailed information, please refer to the publication: |   |
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