Abstract

Advancements in the capabilities and reach of technology have enabled massive adoption of technology in various areas. One example of the same is in distance education programs, with governments and international organisations collaborating for the development and implementation of technology based educational tools to aid the regular teaching process. Amongst the various tools available, special emphasis can be lent to radio technology as an effective learning tool, with research studies across the world outlining the potential for radio technology as a method of reaching large communities at minimum cost. Nations across the globe have utilised radio as a method for teaching, such as radio math, English classes, civics etc. In general, evaluative studies indicate that radio communication projects and experiments have shown that radio can teach. The Government of Karnataka has adopted schemes in line with this principle, such as the Interactive Radio Instructions (IRI) program in 2005-06, or the Interactive Audio Instructions (IAI) program in 2007. Both programs were envisioned to support the existing public elementary school systems, with similar approaches except for the mode of dissemination (radio vs multimedia player).

This report details the framework and findings of a study by CBPS on these radio/audio interventions in Karnataka via a policy simulation exercise, examining the costs and learning outcomes of these strategies. It examines the implementation challenges and constraints of both approaches, conducting an analysis using empirical data collected from a sample of 1392 students across 30 schools, with 10 schools receiving the radio, 10 schools receiving the audio and 10 receiving neither intervention.

Bakshi, S., & Jha, J. (2013). Interactive Radio/Audio Interventions in Elementary Schools in Karnataka, India: A Policy Simulation Exercise. Bengaluru, India: Centre for Budget and Policy Studies.