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VOL. XXXVIII NO. 36 PAGES 48 NEW DELHI 7 - 13 DECEMBER 2013 ` 8.00

Educational Radio in IndiaDr Ankuran Dutta & Dr Anamika Ray

I n the contemporary world, we canundoubtedly say that radio is the

most popular as well as powerful toolsof dissemination of information andeducation. Radio has its unique valuein the society. It provides a platformwhere members of a society can dis-cuss their problems, issues andexchange views. It develops a senseof belonging among the members of asociety. Therefore, Matt Mollgaard hasrightly commented in his book Radioand Society: New Thinking for an OldMedium.The MacBride Commission Report‘Many Voices One World’ says, ‘indeveloping countries, radio is the onlymedium that can really be labelled‘mass’, where a large portion of thepopulation can be reached by radiobroadcasts and possess the means toreceive them. No other medium nowhas the potential to reach so manypeople so efficiently for information,educational, cultural and entertainmentpurposes. Radio can be used easilyand economically to reach outlyingregions and for communication in the

many vernacular- often unwritten- lan-guages existing in developing coun-tries.’ Though this report was pub-lished in 1980 by the UNESCO, afterlong three decades, it may be claimedthat still radio stands in its originalposition as the most vibrant communi-cation tool globally. Especially forknowledge proliferation, radio is con-sidered as the most effective weapon. Radio has the power to bring the worldto the classroom, and programs couldbe presented as textbooks of the air. Radio is used as an effective andinteresting tool in education both forformal and informal education. Whereconditions have permitted, it hasbecome well established and widespread; yet, it seems to us that insuffi-cient educational use is made of thisvirtually universal method of distribu-tion. Radio programs emphasized contem-porary progressive ideas on educationand progressive political notions thatwere not represented in schoolbooksat that time. Educational radio pro-grams is regarded as an important wayto influence individual children andadolescents when they had problemsor needed guidance in societal mat-ters. Radio was also used to inculcatenew notions of citizenship.In Europethe French state broadcasting servicedevotes more than one-half of its radiooutput to educational and culturalbroadcasts in the arts, letters, and sci-ences educational programmingaccounts for about 4 percent of radiotime in Australia.Radio has been extensively used as aneducational medium in developing

countries like India, Sri Lanka,Thailand, South Korea, Mali,Guatemala, Botswana, South Africa,Zambia, Uganda, Mexico, Philippinesand also proved its impact and efficien-cy in health, agriculture and otherdevelopment issues. In India, the All India Radio is the pio-neer in the field of educational broad-casting. Radio came to India throughamateurs with educational purpose firstin1923 in a small way and after fouryears it could find its root here. Sinceits inception, AIR has been serving thenation with its array of programmes andservices. The contribution of AIR inpopularizing classical and folk music,news services, extension educationalprogrammes like rural broadcasting,educational programmes, programmesfor the youth and the family planningprogrammes, external services direct-ed to foreign countries are the mostworth mentioning. Educational pro-grammes of AIR cover a wide spectrumof primary, secondary, tertiary and uni-versity levels. Enrichment programmesare also broadcast for teachers. Education was first taken up by Radioin January, 1929 in Bombay on anoccasional and informal way to be fol-lowed at Madras next year in April,school broadcast was started with aview to educate the unprivileged pupils.But in November, 1937 All India Radio,Calcutta took up educational broad-cast in a systematic and regular man-ner on getting requests from Universityof Calcutta and Education Departmentof Bengal Government.If we discuss on the growth and devel-opment of the educational radio in

India, a few landmark projects may beremembered. The first such projectwas the School Broadcast Project of1937. It was experimented in fourmetro cities of the country. The AudultEducation and CommunityDevelopment Project was commencedin 1956. With the UNESCO, this projectwas tried out in 144 villages ofMaharashtra. It was the first most suc-cessful educational programme broad-cast by All India Radio. The Farm andHome Broadcast project was adminis-tered in 1966 to provide all necessaryinformation on agriculture and alliedtopics. The first higher education programmewas aired under the UniversityBroadcast Project, which was initiatedin 1965, with an aim to expand highereducation as widely as possible amongthe different strata of society. The pro-grammes were prepared by the Schoolof Correspondence Studies of theUniversity of Delhi and the CIEFL,Hyderabad for the All India radio. Theanother project ‘Language LearningProject’ was commenced in 1979-80. Itwas a joint venture of the AIR and theEducation department of the RajasthanGovernment to teach Hindi to theschool going children as first languagein 500 primary schools.In Asia, the 44 radio and TV universi-ties in China (including the ChinaCentral Radio and TelevisionUniversity), Universities Terbuka inIndonesia, and Indira Ghandi NationalOpen University have made extensiveuse of radio and television, both fordirect class teaching and for school

T he Government of India has beengiving top priority to rural develop-

ment. However, in the absence of wellplanned development programs and effi-cient delivery systems, most of theseresources do not benefit the targetgroups. It has been reported that only18% of the rural development budgetreaches the target families, while the restis wasted due to inefficient delivery sys-tems or drained out. As a result, the paceof progress has remained stunted and thepoor continue to suffer. After six decadesof Independence, agricultural growthremains anaemic, farmers are trapped inpoverty, the poor prefer urban slums tostagnant villages and the rural communi-ties lack basic facilities like schools andhealth centres. As the rural developmentis a prerequisite for overall development itdeserves the highest priority in terms ofallocation of resources. When "poverty","un-employment" and "inequality" situa-tions are grim in a country it must be pre-sumed that there is dire need for thedevelopment and policies and plans for

the same must be made accordingly toalleviate the poverty and improve thestandard of living of the masses. Even inthese days of cutting-edge technologicaladvancements and the boom in theindustrial sector, a large section of India'spopulation is still dependent on agricul-ture for a living. Hence, the rural develop-ment sector continues to attract theinvestment of a considerable amount ofresources. Developmental process with-out inclusion of rural India is thus lop-sided and unsustainable. India’s develop-ment lies in the development of its vil-lages. The gamut of Rural Developmentencompasses a wide range of issues,approaches and actors. The successfulimplementation of various programmes toachieve the objective of the sustainabledevelopment requires knowledge andskills in planning, execution, monitoringand evaluation of rural development pro-grams and at the same time, it requiresenough awareness among the rural poorregarding the various Government pro-grams and schemes – which are exclu-

sively designed and being implementedfor them. So here lies the need of ruraldevelopment professionals who are welltrained with required skills, knowledgeand experiences, committed for the uplift-ment of the rural poor. Besides that, notonly Government but also many voluntaryagencies, corporate bodies and privatecompanies are also supporting ruraldevelopment and rural management.Thus, it is quite natural that RuralDevelopment or Rural management[Rural Development/Management] has adazzling career options to those who aredeeply concerned for a rural nation'sholistic and sustainable growth anddevelopment. Rural Development from amission has gradually changed to a pro-fession and recently various educationalinstitutes have come forward to offer pro-fessional curses in RuralDevelopment/Management in order toprepare skilled and committed ruraldevelopment professionals.

Continued on page 48

Continued on page 47

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Career in Rural DevelopmentDr. Anupam Hazra

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broadcasting, to reach more of theirrespective large populations. For theseinstitutions, broadcasts are oftenaccompanied by printed materials andaudio cassettes.For the distant learn-ers of the country, the landmark initaia-tive was taken by the Indira GandhiNational Open University in 1992 afterthe University Broadcast Project ofUniversity of Delhi. The Mumbai,Hyderabad and Shillong stations of theAll India Radio were started broadcast-ing of the IGNOU programmes. Thefirst interactive radio counselling wasstarted in 1998 by the AIR with the ini-tiative of IGNOU. It was a grand suc-cess in the educational broadcastinghistory in India. Likewise, K K HandiquiState Open University, Assam startedan interactive radio phone in pro-gramme, once in a month from thebeginning of the academic activities ofthe university in 2008. Gyan Vani is the first and only dedicat-ed educational radio in India. After thesuccess of the Gyandarshan pro-gramme on Doordarshan, the IndiraGandhi National Open University wasplanning to introduce independent FMbands in 40 stations under the pro-gramme named Gyan Vani. It is aneducational FM Radio network provid-ing programmes covering differentaspects and levels of education includ-ing Primary and Secondary Education,Adult Education, Technical and voca-tional Education, Higher Education andExtension Education. Gyan Vani,launched in November 2001 is an edu-cational FM Radio channel operatedthrough FM stations from variousplaces in the country. With 10 FM sta-tions at Allahabad, Bangalore,Coimbatore, Visakhapatnam, Mumbai,Lucknow, Bhopal, Kolkata, Chennaiand Delhi already on air, the network isslated to expand to a total of 40 sta-tions. Gyan Vani stations operate asmedia cooperatives, with the day-to-day programmes contributed by vari-ous educational institutions, institutes,NGOs, government and semi-govern-ment organisations, UN agencies,Ministries such as Agriculture,Environment, Health, Women andChild Welfare and Science andTechnology, etc.In Assam, the regular broadcasting ofeducational programme was first airedby Akashvani, Guwahati on April 18,1960 at 1.10 pm with the name of theprogramme was ‘Vidyarthi Anusthan’(programme for students). There are three general approaches tothe use of radio in education. First of allbroadcast may be the substitute ofteacher in class room. Secondly, pro-viding teaching-learning materialsthrough broadcast system; and thirdly,general educational programming overcommunity, national and internationalstations which provide general andinformal educational opportunities. IRIcan be the best example in this con-text. Interactive Radio Instruction (IRI)

consists of “ready-made 20-30 minutedirect teaching and learning exercisesto the classroom on a daily basis. Theradio lessons, developed around spe-cific learning objectives at particularlevels of maths, science, health andlanguages in national curricula, areintended to improve the quality ofclassroom teaching and to act as aregular, structured aid to poorly trainedclassroom teachers in under-resourced schools.” IRI projects havebeen implemented in Latin Americaand Africa. In Asia, IRI was first imple-mented in Thailand in 1980; Indonesia,Pakistan, Bangladesh and Nepal rolledout their own IRI projects in the 1990s.Farm school on air as a method ofcommunicating distant education onfarming has been adopted by manyAIR stations in its early period of broad-casting. Besides imparting technicaland other information, the thrust of thebroadcasts are dissemination of infor-mation relating to ways and means forincreased production of vegetablesand fruits etc; diversification of agricul-ture, social forestry, preservation ofenvironment and farm forestry; povertyalleviation schemes, health and sanita-tion etc.; adult education programmesand role of panchayats in rural devel-opment.Interactive broadcasts like thePhone-in-Programme, Radio Bridgeand Voice Mail, apart from people'sforum programmes, are recent innova-tions in AIR broadcasting. In thePhone-in-Programme on education,people call to the station on a giventelephone number at the time of broad-cast and ask questions regarding theirqueries on education and the expertsat the broadcasting stations reply totheir queries immediately. Using radio in educational system canpromote the confidence level of thelearners, which can raise the academ-ic standard as whole. On the otherhand it enables the teachers to sharetheir views and ideas related toincreasing academic performance. Itopens the way to enable the teachersto asses their teaching qualities. It notonly encourages the competitionamong the learners but also motivatethe teachers for constructive competi-tion. It offers the exposer to learners toan educational environment beyondthe classroom which was stronglyemphasised by Gurudev RabindranathTagore ‘Where the mind is without fearand the head is held high; whereknowledge is free; where the world hasnot been broken up into fragments bynarrow domestic walls’.

(Dr. Ankuran Dutta is the DeputyDirector (Multimedia) at K KHandiqui State Open University,Guwahati. Dr. Anamika Ray is anAssistant Professor in theDepartment of Communication andJournalism, Gauhati University.

Email : ankurandutta@gmail.com)

Educational Radio.....Continued from page 1

Madhya Pradesh witnessed the highest-ever voter turnout ofover 70 per cent and Mizoram more than 81 per cent in theassembly polls. The previous high turn-out in MP was 69.58 percent in the 2008 assembly elections while it was 82.35 per centin Mizoram. For the first time in the country, a voter-verifiablepaper audit trail system was tried in this election on a largerscale, in 10 constituencies. It was first experimented in Assemblybypoll election in Nagaland in September.

The Cabinet has extended limits on stocks of paddy and rice thattraders can hold by one year to check hoarding and price rise.The objective of control orders is to enable State Governmentsto continue to take effective de-hoarding operations under theEssential Commodities Act, 1955 by fixing stock limits/licensingrequirements etc. in respect of these commodities. The Cabinetalso approved exemption to exporters having IEC Code issuedby DGFT from the purview of stock holding limits under theEssential Commodities Act, 1955 with respect to edible oilseeds,edible oils and rice. This will help exporters benefit fromeconomies of scale and bigger operation for optimally meetingexport demands on a long-term basis.

The Cabinet Committee on Economic Affairs has approved thescheme for upgradation of libraries providing services to the pub-lic under the National Mission on Libraries (NML). The schemewould benefit students, researchers, scientists, children, artists,differently abled persons, the general public, neo and non-liter-ates and would entail an expenditure of Rs.400 crore during the12th Plan period. The scheme envisages creating a NationalVirtual Library of India for facilitating a comprehensive databaseon digital resources on information about India and on informa-tion generated in India in an open access environment.

Iran has struck a historic agreement with the U.S. and five otherworld powers, accepting strict constraints on its nuclear pro-gramme for the first time in a decade in exchange for partial relieffrom sanctions. The Agreement has significant implications forIndia as both the countries have considerable untapped potentialto develop economic cooperation particularly in the area of ener-gy and transit. Following this agreement, Iranian Deputy ForeignMinister met Foreign Secretary where both sides agreed toaccelerate efforts to finalize joint cooperation activities for thedevelopment of the Iranian Port of Chahbahar as a trade andenergy hub for the region.

India has successfully tested its nuclear capable ballistic missileDhanush from a naval ship in the Bay of Bengal. Dhanush is anaval version of the nuclear capable ballistic missile Prithvi.

Bharat Ratna Rao is first Indian member of Chinese Academy ofScience. CNR Rao is the first Indian scientist to be elected to thisprestigious academy, which consists of several Nobel laureatesand eminent scientists of the world. The Chinese Academy ofScience that had on January, 2012, bestowed upon him theaward for international scientific cooperation has now topped itby electing Rao at its general assembly.

Magnus Carlsen of Norway dethroned home favourite anddefending champion Viswanathan Anand 6.5-3.5 to win theirbest-of-12 world chess title clash held in Chennai. World No. 1Magnus Carlsen unseated five-time world chess championViswanathan Anand.

Tennis player Serena Williams was named WTA Player of theYear. The 32-year-old won 78 out of her 82 matches, procuring11 titles including the U.S. Open and the French Open in the2013 season. She had earlier become the oldest world No.1 inWTA history. It is the fifth time Williams has been named theWTA player of the year. She had received the honour in 2002,2008, 2009 and 2012.

NNEEWWSS DDIIGGEESSTT

www.employmentnews.gov.in 47Employment News 7 - 13 December 2013

F.No. 2-5/2013 Admn.Government of India

Central Hindi DirectorateMinistry of Human Resource Development

Department of Higher Education

West Block-VII, R.K.Puram, New Delhi-110066

Filling up of three (03) posts of Deputy Director (Language), one (01) post of

Assistant Director (Language) and one (01) post of Administrative Officer on

deputation basis in the Central Hindi Directorate, New Delhi.

Applications are invited from eligible and suitable officers for filling up three (03) postsof the Deputy Director ( Language), Group 'A' Gazetted in the pay scale of PB-3 Rs.15600 -39100 + Grade Pay Rs. 6600 in the headquarter at New Delhi or any of thefour regional offices located at Hyderabad, Guwahati, Chennai and Kolkata as pervacancies available at the time of appointment one (01) post of Assistant Director (Language), Group 'A' Gazetted in the pay scale of PB-3 Rs. 15600-39100 + Gradepay Rs. 5400 and one (01) post of Administrative Officer, Group 'B' Gazetted, in thepay scale of PB-2 Rs. 9300-34800 + Grade pay Rs. 4800 in the Central HindiDirectorate, New Delhi a subordinate office of the Ministry of Human ResourceDevelopment.

2. Details of the eligibility conditions for appointment to the vacant posts and the pre-

scribed proforma in which applications can be sent may be downloaded from this

Department's website: www.hindinideshalaya.nic.in.

3. Applications of only such officers will be considered as are routed through proper

channel and are accompanied by (i) Bio-data (inquadruplicate) in the proforma given

in Annexure-Il (ii) Attested photocopies of ACRs/APARs for the last five years

(ACRs/APARs to be attested by an officer not below the rank of Under Secretary) (iii)

Vigilance Clearance Ceritificate (Annexure-III) (iv) Statement giving details of major

or minor penalties imposed on the officer, if any, during the last ten years as given in

Annexure-IV (v) Integrity Certificate (Annexure-V) and (vi) Cadre Clearance

(Annexure-VI).

4. The complete application of the willing and eligible officers, who may be relieved

immediately after selection, may be sent through proper channel to the Director,

Central Hindi Directorate, West Block- VII, R.K. Puram, New Delhi- 110066 with-

in 60 days from publication of this notice. Pay of the selected officers will be fixed in

accordance with Govt. of India instructions issued by DOPT from time to time. The

deputation will be initially for a period of three years which may be extended to five

years with the approval of the competent Authority.

Administrative Officer

davp 21252/11/0008/1314 EN 36/97

48 www.employmentnews.gov.in Employment News 7 - 13 December 2013

DELHI POSTAL REGD. NO. DL-SW-1/4101/2012-14U(C)-108/2012-14 Licensed to Post without prepayment RNI 28728/76 N.D.P.S.O. New Delhi 6/7.12.2013 Date of Publishing : 2.12.2013 (` 8.00)

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Printed & Published by Ira Joshi, Additional Director General, on behalf of Publications Division, Ministry of Information & Broadcasting, Govt. of India, New Delhi and Printed at Amar Ujala Publication Ltd., C-21 & 22,Sector-59, Noida-201301. Published from Employment News (Ministry of I. & B.) East Block-IV, Level-5, R.K. Puram, New Delhi-110066. Editor, Nalini Rani

Universities/Institutes conducting courses [Certificate/Degree/Diploma] on Rural Development/Management

Amity University Noida-201303 [UP] Dev Sanskriti Vishwavidyalaya Hardwar-249411 [Uttaranchal]Gandhigram Rural University Gandhigram - 624302 [Tamil Nadu]Govind Ballabh Pant Social Science Institute Jhusi - 211 019 [Allahabad ]Gujarat Vidyapeeth Ahmedabad-382320 [Gujarat]Indira Gandhi National Open University New Delhi – 110068Indian Institute of Bio-Social Research Kolkata – 700 101 [West Bengal]and Development (IBRAD) Indian Institute of Rural Management (IIRM) Jaipur-302020 [Rajasthan]Indian Institute of Technology Kharagpur-721 302 [West Bengal]Indian Institute of Management Kolkata - 700104 [West Bengal]Institute of Rural Management (IRMA) Anand - 388001 [Gujarat]Kalyani University Kalyani – 741235 [West Bengal]KIIT University Bhubaneswar – 751024 [Orissa]Madhya Pradesh (Open) Bhoj University Bhopal – 462016 [M.P]National Institute of Rural Development Rajendra Nagar – 500030

[Hyderabad]Ramakrishna Mission Vivekananda University Belur Math – 711202 [West Bengal]Tata Institute of Social Science Mumbai – 400088 [Maharastra]University of North Bengal Darjeeling – 734013 [West Bengal] Visva Bharati University Shantiniketan -731235 [West Bengal] Xavier Institute of Management Bhubaneswar - 751 013 [Orissa]Xavier Institute of Social Service (XISS) Ranchi - 834 001 [Jharkhand]*This list is an indicative only

Rural Development/Management course aims at providing basic knowledge of ruraldevelopment and equipping the students with basic skills and tools used in the field ofrural development. The basic objectives are: (1) To acquaint the students with thebasic elements of rural development and major issues of rural India (2) To developperspective building on India’s rural scenario, development trajectory, challenges andprospects (3) To introduce the students to multidimensional aspects of the rural life ofIndia (4) To develop skills of writing proposal for rural development projects (5) Toenhance skills sets on participatory techniques, micro planning and Decision Supportsystems with a comprehensive understanding of natural, social and economicresources.The discipline of Rural Management was introduced at the Institute of RuralManagement, established in 1979 at Anand (Gujrat) with the active support of theCentral and State Governments, the National Dairy Development Board, and theIndian Dairy Corporation. Apart from classroom teaching-learning process, students ofrural development courses are given exposure of carrying out different developmentalprojects/ visits to the development organisations, agricultural fields, in villages, inforests, in the operational areas of the voluntary organizations as a part of their coursecurriculum – which make them capable enough to serve as a committed and well-trained development professionals for ensuring a sustainable growth of the nation.Until a few years ago, MBA degree with specialization in rural management was con-sidered as one with less scope. But now Rural Management, which encompassesrural development, is one of the major areas of management studies. RuralDevelopment or Rural Management as a profession is gradually gaining popularitywith more and more competent professionals are joining it as their career and alsobecause of the increasing number of educational institutions offering professionalcourses in this field.

Rural Development as A Career in Development sectorTypes of Operational Funding Organizations/ Minimum NGO Area Sources RequirementsLocal NGO Within a district State or Central Govern- A diploma/degree in

ment/State level NGOs/ Rural development/National Level NGOs management

State level Two or more State or Central Govern- A diploma/degree in NGO districts but ment/National Level Rural development/

operational area NGOs/International management with 1 – is confined NGOs 2 years’ working within a state experiences in NGOs

National level Two or more State or Central A diploma/degree NGO states but Government/UN in Rural development/

operational area organizations/any management with is confined within other International 2 – 5 years’ working a country NGOs experiences in NGOs

International Two or more Generating its own Diploma/degree Organization/ countries funds from across in Rural development/International the globe/funded by management from aNGO UN departments/ reputed institute

funded by any other with at least 5 years’International NGOs working experiences

in a reputed NGO

With the changing scenario and government policies on rural development, lucrativeopportunities have opened for students specialised in rural management. Most of themanagement schools provide direct placement assistance through campus recruit-ment. A post graduate diploma holder in rural development has numerous opportuni-ties. They are employed for implementation of various government policies and edu-cating the villagers about latest development in agriculture, health and sanitation andorganizing them for the purposes. They are paid by government, various NGOs and

companies for whom they work for. Students after passing out from the institute mayget appropriate employment opportunity in government developmental agencies andnon-government organizations. Career opportunity in Rural management include chal-lenging responsibilities in the rural co-operative sector, in development organisations,agri-business enterprises, areas related to micro-finance, food and agricultural mar-keting and management of agro products. With the adoption of Social ResponsibilityTask as a concept by the Corporate Sectors, the demand for committed RuralDevelopment professionals is increasing with time.The scope and current prospect ofRural Development will more evident from the following table:Various employment sectors for Rural Development Professionals in IndiaDepartments/Institutions/ International NGOs/ Industry CorporateAutonomous body of Organizations Voluntary Bodies of Government Organizations

Academic Institutions Unicef Institute for BHEL Usha like Universities, Colleges UNDP Integrated SAIL Martin– where Rural Develop- DFID Rural Deve- GAIL Aditya Birla

ment/Management is World Bank lopment (IIRD) NTPC ITCbeing taught UNESCO PRIA Oil India Usha

Various welfare Path Prayas Indian Oil Martinministries and depart- International PRADAN Corporation Satyamments (For welfare of Care Bandhan ONGC Tata Children /Women/Tribal/ CRY Janani Coal WIPRO Labor/Minorities/Youth/ USAID Pratham India etc. Jindal Aged etc.) Water Aid CINI Vedanta

State Rural Develop- Action Aid CHETNA Steel etc.ment Agencies UNIFEM Sulabh

State Livelihood Deve- Children’s’ Internationallopment Agencies International Pragya

Various Social/ Save The BasixDevelopmental Research Children Child Line Institutes World Vision Foundation

National Institute of JICA Navjyoti Public Cooperation Oxfam Foundationand Child Development Sight Savers’ Gram (NIPCCD) International Vikas Trust

Central Social WHO Tata Steel Welfare Board (CSWB) SOS Rural Deve-

Rural Development Catholic Relief lopment Banks like NABARD etc. Services Society

National Institute of Aga Khan Naandi Rural Development Foundation Foundation

CAPART etc. Clinton’s Room to Foundation Read

Plan SEWAInternational Ramakri-

Goal India shna MissionCCF Voluntary Handicap Health

International Association SEEDS of India Red Cross (VHAI)

Society etc. Ratan Tata Trust

VikasBharat

Sevasram Sangha etc.

A Career in Rural Management would also give an opportunity to travel along thelength and breadth of the country and mix with a large cross-section of people. whom [ The author is Assistant Professor, Department of Social Work, Assam (Central)University, Silchar, AssamEmail : anupam 688 @yahoo.co.in]

Career in Rural.....Continued from page 1

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