Ministry, Union, the Church and Teachers: Bolivia's Partners in Innovation. LearnTech Case Study Series, No. 6.
A process of developing and testing an instructional methodology called interactive radio instruction (IRI) was begun in 1986 in order to improve the quality of primary school mathematics in Bolivia. When the development phase was complete and implementation well under way, management of the resultant Radio Learning Project (RLP) passed from the non-governmental organization (NGO), Fe y Alegria, to the Ministry of Education and Culture (MEC). Today, seven years after the initial pilot, approximately 600,000 primary-school children have enrolled in the RLP, renamed PARI; more than 8,000 teachers have been trained and certified in the IRI methodology, and in 1992, Radio Math achieved national recognition as the "official" mathematics program of Bolivia. This case study assesses how NGO management sustained RLP continuity, describes how broad-based teacher support laid the base for institutionalization, and looks at how IRI has revolutionized education in Bolivia. Rather than dwell on issues related to methodology or impact, the study assesses the sustainability of PANI from the sociological perspective, focusing on the issues of participation of people and systems key in driving national diffusion and sustainability. An appendix provides a chronology of events. (Contains nine references.) (Author/MAS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************
Evaluating large‐scale interactive radio programmes
This article focuses on the challenges involved in conducting evaluations of interactive radio programmes in South Africa with large numbers of schools, teachers, and learners. It focuses on the role such large‐scale evaluation has played during the South African radio learning programme’s development stage, as well as during its subsequent sustained implementation phase. The model evolved for evaluation of interactive radio instruction is based within the context of a shoestring/real‐world evaluation tradition, where funding for internal evaluation has been limited over the period of the programme’s development to scale, necessitating focused use of resources in a longitudinal evaluation design. The evaluation approach is participatory and multimethod, linking the requirements of external summative evaluation conducted for accountability, with data yielded by internal (formative and developmental) evaluation. This is done through internal and formative evaluative studies of limited scope, combined with developmental classroom‐based evaluation based on the logic of project team members working with teachers to promote the programme’s self‐evaluative capacity.
Meromorphic function sharing a small function with a homogeneous differential polynomial
Abstract In this paper, we consider a Brück-type result for a homogeneous differential polynomial generated by a meromorphic function.