mediadev library

Filter

112

Sort by:

Direction:

Unabhängige Expertenkommission „Kinder- und Jugendschutz in der digitalen Welt“: Bestandsaufnahme

Berlin: Bundesministerium für Bildung, Familie, Senioren, Frauen und Jugend (2026), 128 pp.

"Diese Bestandsaufnahme ist in der ersten Arbeitsphase der Unabhängigen Expertenkommission „Kinder- und Jugendschutz in der digitalen Welt“, zwischen Oktober 2025 und Februar 2026, von den 18 Mitgliedern der Kommission verfasst worden. Die Kommission hat drei Arbeitsgruppen gebildet, die jeweil ... more

Download (25)

Artificial Intelligence for Older Adults: Concepts, Needs and Practices of Use

Diana Dutsyk

Kyiv: Ukrainian Media and Communication Institute (2026), 18 pp.

"To better understand the attitudes of older adults toward artificial intelligence, as well as to identify their needs in using it, we conducted focus group discussions, the results of which are presented in this analytical report. Overall, these discussions showed that there is often a stereotypica ... more

Mapping Information Environments for Marginalised Communities in Central and Eastern Africa

Minority Rights Group

Canal France International (CFI); Advancing Global Innovation and Learning Effectively to Build Resilience in Independent Media (AGILE) (2025), 50 pp.

"1. In rural areas, word of mouth is often the only information system that works: In the DRC, over 80% of media outlets are clustered in the capital Kinshasa, leaving vast rural areas effectively without coverage. Ethnic minority groups such as the Batwa and Bambuti rated the relevance of the infor ... mation they receive at 0.5 out of 3, considering it to be "never relevant”. In these communities, access to information depends less on digital innovation than on trusted local networks: local leaders, women’s groups, grassroots organisations. These systems re resilient, but they are not infallible - information shared informally can be incomplete, delayed, or distorted before it reaches its intended audience. AGILE will support more accessible and inclusive information by working with trusted local intermediaries, community networks, and communication channels that already form the backbone of information access for marginalised communities. 2. Radio is still the backbone of information access – and it is under threat: In Uganda, 87% of respondents reported having a working radio at home. In Zambia, around 60% of the population listens to radio daily. In the DRC, more than 4,000 radio stations serve communities across the country. In a region where digital access remains unequal, radio is not a legacy medium - it is the primary information lifeline for millions. But this ecosystem is now under severe pressure. Following the cut to US foreign aid in 2025, community radio stations, that relied primarily on this funding source, face an uncertain future. Where community radio disappears, so does the locally rooted, trusted voice that keeps misinformation in check and civic life alive. AGILE will work with community radios, local organisations, and trusted community networks to help information reach people in more accessible and relevant ways. 3. Language is the most underestimated barrier, and communities have a clear ask: When asked what would most improve the information they receive, communities across all four countries gave a consistent answer: Translate it into our languages, and simplify it. Language is the decisive and most consistently underestimated barrier to information access. Official communications, media broadcasts, and humanitarian messages are routinely produced in dominant administrative languages that large parts of the population do not fully understand. Even where people speak the dominant language, technical jargon and bureaucratic phrasing can produce near-total incomprehension. On average, marginalised community members report understanding the language used in information only “sometimes”. In the DRC, ethnic minorities rate their comprehension between “rarely” and “sometimes”. In Tanzania, Hadzabe and Akie communities whose languages are oral and rarely represented in any media, rate their comprehension at the bottom of the scale. In contrast, Zambia is the only country where ethnic minorities rated their language comprehension as "often" adequate, a direct result of community radio broadcasting in multiple local languages. Respondents described asking their school-going children to explain official broadcasts, or depending on religious leaders or NGO staff to interpret messages. As information passes through multiple intermediaries, it can be delayed, simplified, or distorted - sometimes significantly - before reaching the people who need it. AGILE will prioritise multilingual, audio-first, and simplified content production across all activities co-designed with community radios, women's groups, and disability organisations to ensure that the needs of different communities are better reflected. 4. When information doesn't reflect communities' realities, they stop trusting it - or stop receiving it altogether: Accuracy is necessary but not sufficient. Communities are more likely to engage with - and trust - information when it reflects their realities and responds to their everyday concerns. When it doesn't, they disengage. Women across all four countries described a consistent pattern: stories about gender issues may be factually correct, but they "fail to reflect women's lived realities, rendering them irrelevant”. In the DRC, women's comprehension of information is rated as “rarely” adequate - not because they cannot understand the language, but because the content does not speak to their lives. The pattern is even sharper for some ethnic minorities. Maasai respondents described appearing in the media “rarely on their own terms” - their way of life consistently framed as a problem to be solved, rather than a legitimate system with its own logic and history. Several communities reported being exposed to derogatory language and hate speech in the way they are described in media. For people with disabilities, the exclusion takes a different form: the near-total absence of accessible formats. Across all four countries, sign language, braille, and audio-adapted content remain the exception rather than the rule. Information that cannot be accessed cannot be trusted - or used. AGILE will work more closely with marginalised communities to ensure their perspectives, experiences, and ways of understanding information are reflected in media and communication efforts. 5. Inclusive reporting already exists but journalists still face major barriers: Across all four countries, many journalists and media professionals recognise the importance of more inclusive, community-focused reporting. The mapping found this awareness to be widespread - the gap is not one of knowledge or intent, but of resources and conditions. Putting inclusive reporting into practice remains difficult. Covering remote communities takes time and money that most newsrooms do not have. Editorial priorities favour urban, mainstream audiences. In Zambia, several journalists described stories about marginalised communities as regularly sidelined because they are considered “unprofitable”. In the DRC and Tanzania, political and legal pressures further narrow the space for sensitive reporting. The result is a gap between what journalists know needs to happen, and what the system allows them to do. AGILE will support media professionals, community radios, and local organisations to strengthen inclusive reporting practices, improve community engagement, and produce information that is more accessible, relevant, and responsive to the needs of marginalised communities." (https://cfi.fr/en/news/5-things-we-learned-about-access-information-underserved-communities-central-and-eastern-africa) more

External Link (184)

Space for freedom: An assessment of the professional and operational requirements of exiled journalists from Belarus and Russia

Diana Shahbazyan

Bonn: Deutsche Welle DW Akademie (2025), 30 pp.

Developing an Artificial Intelligence Maturity Assessment Framework for South Africa. First Annual AI Maturity Assessment 2025

Bonn; Eschborn: Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ); FAIR Forward – Artificial Intelligence for All; University of the Western Cape (UWC) (2025), 107 pp.

"The South African AI MAF serves as a foundational tool for guiding the country’s progress towards AI maturity and is tailored to the country’s unique socioeconomic, cultural, and technological realities. It furthermore aligns with broader continental ambitions (i.e. African Union’s 2024 Conti ... nental AI Strategy), which reflects a strong commitment to leveraging AI for sustainable development. This implies the ethical and inclusive development and implementation of AI in ways that address local challenges. In South Africa, GIZ, through the FAIR Forward project, has collaborated closely with the Council for Scientific and Industrial Research (CSIR), the South African Institute of Chartered Accountants (SAICA) and researchers from the University of the Western Cape (UWC) to develop the AI Maturity Assessment Framework (AI MAF) for South Africa. A design-science methodology was applied to develop the AI MAF for South Africa. The approach involved a structured literature review process, co-design workshops with cross-sectoral stakeholders, expert interviews, validation workshops and external expert review. This first version of the AI MAF consists of eight domains: Domain 1: International and Continental Profile as AI Leader Domain 2: An Enabling Regulatory Environment Domain 3: Citizen Engagement With and Empowerment Through AI Domain 4: Education and Workforce Enablement Domain 5: Innovation and Research Domain 6: Growth of the AI Ecosystem Domain 7: Data and Digital Infrastructure Domain 8: Security and Privacy Each domain includes sub-domains with specific indicators. A total of 68 indicators are included in this 2025 instrument, aimed at reflecting the country’s unique socioeconomic, cultural, and technological realities. An assessment instrument (rubric) to measure the level of maturity of these eight domains was adapted from the maturity measurement scale set out in ISO 37004 (Governance Maturity Model – Guidance). It reflects the structured progression of the ISO standards, employing a maturity scale that ranges from Level 0 (No evidence) to Level 5 (Continual optimisation or improvement). It is grounded in the principle of evidence-based assessment, evaluating maturity through the lens of activities and inputs (Levels 1–2) that lead to measurable outcomes and impact (Levels 3–5). The application of this instrument in the first iteration of assessing AI maturity in South Africa indicated that the country is in the early stages of AI maturity, with seven of the eight domains assessed at Levels 1–2 on the maturity scale, and only one domain reaching Level 3. This suggests that all domains demonstrate some level of foundational ‘input activities’, signalling a positive intent and growing awareness of the importance and relevance of AI, with some initial movement towards demonstrating positive outcomes. Overall, the generally low maturity scores indicate that progress across the domains is fragmented. This could be attributed to still limited strategic ecosystem coordination, targeted investment and capability building. The evidence-based approach enables a reflection of the South African landscape and supports strategic alignment across government, industry, and academia. The framework and interactive dashboard – developed through this project to enable accessible visualisation of the data – serve as foundational reference points for supporting South Africa’s evolving AI ecosystem. An AI agent developed as part of the initiative facilitates regular updates, helping ensure that the AI MAF remains a relevant strategic tool." (Executive summary, pages 8-10) more

External Link (205)

Baseline study of the digital environment in the music sector in Zimbabwe

Harare: UNESCO Regional Office for Southern Africa; National Arts Council of Zimbabwe (NACZ); Sound Diplomacy (2024), 41 pp.

Download (60)

Know Your Community: Community Mapping Handbook for Community Radios

Ashish Sen, Raghu Mainali, Yadab Chapagain et al.

Kathmandu: AMARC Asia-Pacific (2024), 38 pp.

"The Community Mapping Handbook is based on the community mapping toolkit for community radios. The toolkit, developed by Raghu Mainali and Yadab Chapagain, is a practical and participatory resource designed for community radio program producers to better understand the needs, wants, and preferences ... more

Download (79)

Manual de Buenas Prácticas de Responsabilidad Social Comunitaria

Harold Hütt Herrera

San José: Universidad de Costa Rica, Centro de Investigación en Comunicación (CICOM) (2024), 87 pp.

"El presente manual representa un importante y valioso esfuerzo por poner el foco en el relacionamiento con comunidades. Surge de una investigación de campo que resume acciones de empresas interesadas en conocer a sus grupos de interés externos y, de manera específica, a las comunidades a quienes ... more

Download (89)

Professional Situation and Needs of Afghan Journalists in Exile: An Exploratory Study

Berlin: JX Fund (2023), 38 pp.

"Findings indicate that Afghan exiled journalists worldwide struggle to continue practicing their profession. Even among the few who still work in media, the vast majority depend on additional sources of income. This demonstrates a clear need for support, especially since many respondents aspire to ... more

Download (67)

La deuda en Alfabetización Mediática e Informacional en Centroamérica: Necesidades de las y los jóvenes en Guatemala y El Salvador para un uso inteligente de medios

Bonn: Deutsche Welle DW Akademie (2023), 51 pp.

"Las competencias y conocimientos en Alfabetización Mediática e Informacional (AMI) sirven para enfrentar fenómenos como la desinformación, la discriminación, el discurso de odio y el ciberacoso. La AMI se puede transmitir de diversos modos: se puede aprender con materiales lúdicos en la escue ... more

External Link (185)

Challenges & Support Needs of Exiled Journalists from Sudan, South Sudan & Ethiopia in Kenya

Berlin: Media in Cooperation and Transition (MiCT) (2023), 13 pp.

"This report presents the findings from two focus group discussions held with exiled journalists from Sudan, South Sudan, and Ethiopia, organised by MiCT/IPAEA. The workshops took place at the Baraza Media Lab in Nairobi, Kenya, on the 5th and 7th of July, 2023. The aim was to understand the unique ... more

External Link (186)

An Analysis of African Journalists’ Needs in Migration Coverage

William Tayeebwa, Sara Namusoga-Kaale, Fred Kakooza

CoMMPASS Communicating Migration and Mobility (2023), 26 pp.

External Link (160)

Evaluación de necesidades de información (INA) en las comunidades indígenas del pueblo Shipibo-Konibo, Ucayali, Perú

Jorge Agurto et al.

Lima: Servindi; Internews; USAID (2023), 32, 18 pp.

Download (40)

Tomorrow's journalism in the Southern Mediterranean countries: A study of the needs of the media and independent journalists

Support for Journalists from Southern Mediterranean Countries (2023), 15 pp.

External Link (173)

Análisis del ecosistema de información de población migrante, retornada y refugiada en Cali, Colombia

USAID; Internews (2022), 66 pp.

"La principal información que la población migrante, refugiada y retornada manifiesta necesitar para su vida en Cali, Colombia es: 78.3% sobre necesidades primarias, como acceso a servicios de salud, techo y alimentación; 62.1% sobre medios de subsistencia, como información laboral, educación y ... more

Download (65)

Supply Chain Analysis: Jordan

Washington, DC: Global Book Alliance; Education Development Center (EDC); USAID (2022), viii, 85 pp.

"Jordan has an active and vibrant children’s book publishing sector, enhanced by the many international organizations that are working in education and health to create children’s reading materials. Reports indicate that certain types of books are widely available in Jordanian schools: 99.3% of ... Jordanian students have textbooks, and 67.6% of classrooms have additional reading materials. Although the quantity of books in many classrooms meets international norms, the mix of book types, including decodable and leveled readers for the youngest grades, is often inadequate for teaching beginning students to read. This, combined with some 30%−35% of classrooms functioning only with textbooks, creates inequities that improvements to book supply chains can address. The book issue is part of a larger set of challenges that limit literacy. Until recently, teachers have not been trained in early-grade reading techniques that use explicit phonics instruction. Because of this historical lack of an explicit phonics approach, leveled and decodable readers are still an unfamiliar concept in Jordan, and ERMs are not included in the MoE’s textbook procurement system. Because the MoE doesn't procure these kinds of books, they aren't produced en masse, and because they're not produced en masse, they're not procured, which leads to a vicious cycle and a broken chain of supply and demand. Teaching also has not taken into account the important role of reading aloud to children. This is critical, given the situation of diglossia in Jordan, in which students speak a dialect of Arabic at home but learn to read Modern Standard Arabic when they start school. Exposure to oral Modern Standard Arabic, which could be provided through reading aloud to children, has been proven to lift literacy rates among Arabic speakers. Books are too expensive for many low-income families, and reading for pleasure is not common, which leads to reduced demand for books at home. This means that a child’s only exposure to print is during school hours, which are too short a window of time in which to acquire reading skills. The traditional definition of literacy has rested on recitation of Qur’anic texts; only recently has the emphasis shifted toward a definition based on deriving meaning from text. In addition, the content of children’s books can be poor, with serious spelling and grammatical mistakes that reduce public perception of the quality of these books, and may reduce demand. Libraries, which could fill the gap left by lack of books at home, are not very attractive; while libraries in private schools tend to have books and learning resources for all ages, most libraries are stocked with books that either do not interest or address the needs of students or that have quickly eteriorated. Less educated parents tend to give all importance to the textbook and do not encourage their children to borrow and read books for general reading pleasure." (Executive summary, pages 2-3) more

Download (80)

E-learning in Thailand: Mapping the digital divide

K. C. Dipendra, Mongkhonvanit Jomphong

Geneva: ITU (2022), xi, 53 pp.

"The study's primary objectives were to assess the state of data on access to digital devices and connectivity in schools in Thailand, which are crucial enablers for e-learning initiatives, and to map the state of access to and use of these devices and connectivity so as to identify potential gaps. ... more

External Link (163)

Pulse Check on Digital Learning

New York: UNICEF (2022), 38 pp.

"This report defines and takes the pulse of five vital elements of digital learning. It contributes to the ongoing yet urgent aim of transforming education, and offers steps to recovery through child-centered, equity-driven, and innovative solutions. The five vital elements covered are ICT in educat ... more

External Link (196)

Private Sector Investment and Public Sector Support for the Media in Sierra Leone: A Binding Constraints Analysis

Francis Sowa

BBC Media Action; PRIMED (2022), 7 pp.

"This Binding Constraints Analysis is part of the process of building a business case for private sector investment and public sector support for the media in Sierra Leone. Informed by the findings of the State of the Media report, this analysis is aimed at presenting an overview of the risks, chall ... more

External Link (210)

Communication, Community Engagement and Accountability Across the Ukraine Response: A Snapshot

London: CDAC Network (2022), 19 pp.

"Key findings and recommendations on the main communication, community engagement and accountability (CCEA) barriers and gaps: Finding 1: There is strong rhetoric from international agencies to support local/national CCEA and work on more inclusive partnerships – but progress has been slow Finding ... more