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Poverty and Digital Inclusion: Preliminary Findings of Finding a Voice Project

Andrew Skuse, Joann Fildes, Jo Tacchi, Kirsty Martin, Emma Baulch

New Delhi: UNESCO (2007), 48 pp.

"This paper presents preliminary findings from a multi-sited qualitative study of poverty and information and communication technologies (ICTs) in India, Indonesia Sri Lanka and Nepal. It draws upon data gathered by 12 ethnographic action researchers working across 15 community ICT initiatives. Thes ... more

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Production Costs of Audiovisual Works in Developing Countries

Emmanuel Cocq (coord.)

Paris: UNESCO (2007), 110 pp.

"This study aims at facilitating cost determination and levels of support for local content production in developing countries. It is based on the collection of detailed production costs for feature films for theatrical or television release, television fictions and works of animation, documentaries ... more

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Community Radio in India

New Delhi: UNESCO (2007), 50 pp.

"This is a series of five introductory booklets on how civil society, government, donor agencies, media and the United Nations can strengthen the community radio sector in India." (commbox)

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Ten Years On: The State of Community Radio in Nepal

Ian Pringle, Bikram Subba

Paris: UNESCO (2007), 46 pp.

"1. There has been remarkable growth in both private and non-for-profit radio in Nepal since 1997: 216 licenses had been issued as of July 2007 with 78 FM stations broadcasting; of 93 licenses issued to non-profit groups, 31 were operational as of May 2007. 2. To its detriment, the FM radio sector h ... more

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ICT in Teacher Education: Case Studies from the Asia-Pacific Region

Ellie Meleisea (ed.)

Bangkok: UNESCO (2007), 130 pp.

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New Projects Submitted to the 51st IPDC Bureau Meeting

International Programme for the Development of Communication (IPDC)

Paris: UNESCO (2007), 232, 133, 159, 58 pp.

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Criteria and Indicators for Quality Journalism Training Institutions and Identifying Potential Centres of Exellence in Journalism Training in Africa
Deep Insights

Guy Berger, Corinne Matras

Paris: UNESCO (2007), 51 pp.

"Seeking to map the African journalism schools landscape, create a system to assess excellence, and identify the top 15-20 schools, the report revealed an in-depth picture of the current state of journalism education on the continent. With 34 schools visited and 96 mapped, 19 met the criteria define ... d by UNESCO for centers of excellence, and 30 completed checklists hoping to become eligible. According to the report, four in ten schools have no web presence, three in ten only a parent site, two in ten have some basics online, and one in ten has a deeper presence. In total, 15 percent of journalism schools in Africa have a cyber presence in 2007. Such absence presents challenges to necessary collaboration between institutes as well as media outlets. Commissioned by UNESCO to Rhodes University School of Journalism and Media Studies in Grahamstown, South Africa, and the Ecole Supérieure de Journalisme (ESJ) in Lille, France, the report was presented at the Highway Africa conference, an annual ICT conference hosted by Rhodes University. Professor Guy Berger, acting head of the School of Journalism & Media Studies at Rhodes University who presented the report at the event, spoke to RAP 21 about the issues faced in journalism education today. “Educators are too isolated from each other and schools are not pumping on three cylinders of educating entry level, training working journalists, and acting as a public intellectual promoting media freedom, law reform, media literacy, and media skilling in the communities,” Berger told RAP 21. The report gathered general information on the journalism schools such as status of schools, primary language taught in, courses offered, graduate level, conditions for acceptance, time spent on practical media production, and specialisations in practical journalistic production areas. Going further, self-perception on standing and reputation of institutions, links with national media, and the approximate percentage of learners who are employed in journalism at the end of their studies/courses was assessed. In relation to international connections, the study identified areas for improvement. “Several journalism schools have good connections with non-African institutions, but there is no easy central resource like a website or online social network that would help for a deeper and wider network within Africa,” said Berger. According to the report, the reputation of African schools has also remained uneven. “Often the industry criticizes the schools, but some schools correctly point to serious problems in the industry, such as newspapers and broadcasters that present government propaganda rather than independent journalism,” said Berger. Berger added however, that most Centers of excellence cited in the report had cool relations with their national industry, which may include a critical independence at times. The second part of the report identified Centers of Excellence and also Centers of Reference across the continent. Bringing greater networking between such institutions and others was something Berger stressed. “There has been ad hoc support for diverse schools by diverse agencies, and it has not been sustained nor has it been geared toward networking,” said Berger. Nonetheless, he said professionals could gain from building relationships with journalism schools across Africa. “Media professionals can contribute a lot and gain a lot. Journalism and media models are in flux, and young minds are needed to invent new solutions in the context of the experience of the extant,” Berger said. While the report identified areas in need of improvement, Berger said schools in Africa have been working to achieve success. “The greatest surprise was achievement in the face of enormous obstacles. Despite lack of resources (including human), there exist schools that continue teaching students who successfully get jobs in the industry,” he concluded." (African Press Network for the 21st Century Newsletter No 21/2007) more

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Mídia e violência urbana no Brasil

Carlos Nepomuceno, José Carlos Rocha, Orlando José Ferreira Guilhon, Sebastião Santos

Brasília; Rio de Janeiro: UNESCO; Viva Rio (2007), 92 pp.

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Ethical Implications of Emerging Technologies: A Survey

Mary Rundle, Chris Conley

Paris: UNESCO (2007), 87 pp.

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Guía práctica sobre software libre: Su selección y aplicación local en América Latina y el Caribe
Key Guides

Fernando da Rosa, Federico Heinz

Montevideo: UNESCO (2007), 107 pp.

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Implementation Reports on Projects Approved and Financed in 2005-2006 by IPDC Special Account

International Programme for the Development of Communication (IPDC)

Paris: UNESCO (2007), 92 pp.

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Information for All Programme (IFAP): Report 2006/2007

Paris: UNESCO (2007), 91 pp.

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Forging Innovations: Community Multimedia Centres in Nepal

Karma Tshering Bhutia, Kirsty Martin

New Delhi: UNESCO (2007), 54 pp.

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Trends in Audiovisual Markets: China, Mongolia and South Korea

Dana Ziyasheva (ed.)

Bejing: UNESCO (2007), 106 pp.

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Initiating and Managing Schoolnets

Ellie Meleisea (ed.)

Bangkok: UNESCO (2007), 70 pp.

"This volume provides an overall summary of the lessons learned during the implementation of the UNESCO SchoolNet project, “Strengthening the Use of ICT in Schools and SchoolNet in the ASEAN Context”, which was funded by Japanese Funds-in-Trust (JFIT) and the ASEAN Foundation. The UNESCO SchoolN ... more