Expanding Access to Early 94010 Childhood Development USING INTERACTIVE AUDIO INSTRUCTION | PROGRAM A TOOLKIT AND GUIDELINES FOR DESIGN AND IMPLEMENTATION | FEBRUARY 2015 Learning EDC transforms lives. Interactive Audio Instruction (IAI) is a distance learning technology that benefits children who can be hard to reach through conventional programs or in unstable and conflict-affected regions. | PROGRAM DESIGN AND IMPLEMENTATION | A TOOLKIT AND GUIDELINES FOR This project was a collaborative effort of the World Bank and Education Development Center, Inc. (EDC). The work was led by Amanda Devercelli, and supported by a core World Bank team including: Sunita Kosaraju, Sabiti Kalindula, and Alexandra Solano Rocha. The toolkit was authored by EDC’s Rachel Christina and Nathalie Louge. The team is grateful to counterparts at the Ministry of Education in the Democratic Republic of Congo who supported this effort and guided the work in DRC; to Dung Kim Pham for her inputs and guidance; to Peter Materu for his management and support; to Hortense Bulungu, Nathalie Kabedi, and the DRC pilot school teachers for their hard work and enthusiasm; and to Suzanne Simard for her insightful review. The views expressed in this paper are those of the original authors and do not reflect the opinions of the World Bank or any of its affiliated organizations. Photos courtesy of EDC. The Early Learning Partnership (ELP) is a World Bank initiative to improve young children’s development and learning through programs that are successful, sustainable, and scalable. The ELP aims to catalyze change in countries to promote high-quality ECD and early learning opportunities, especially for the most disadvantaged children. In December 2013, the ELP was awarded a grant through the World Bank Innovation Challenge for a proposal entitled “Expanding Access to Early Childhood Development Using Interactive Audio Instruction.” This document is a product of that grant and the team gratefully acknowledges the support from our colleagues at the FY13 Innovation Challenge. This toolkit is intended to be a user-friendly guide for program managers interested in developing high quality technology-enhanced early childhood programming, particularly in challenging, low-resource contexts. | TABLE OF CONTENTS| Executive Summary - - - - - - - - - - - - - - - - - - - - 1 Introduction to IAI for ECD - - - - - - - - - - - - - - - - - - 3 ECD IAI Programming Cycle: - - - - - - - - - - - - - - - 5 Phase 1: Preparation - - - - - - - - - - - - - - - - - 6 Phase 2: Development - - - - - - - - - - - - - - - - 14 Phase 3: Production - - - - - - - - - - - - - - - - - 17 Phase 4: Delivery - - - - - - - - - - - - - - - - - - 18 Monitoring And Evaluation - - - - - - - - - - - - - - - 21 Sustainability - - - - - - - - - - - - - - - - - - - 22 Annexes - - - - - - - - - - - - - - - - - - - - - - 27 Annex 1: Timeline for development of 1 year of ECD IAI programming - - - - 28 Annex 2: Personnel required for an ECD IAI program and their respective roles - - 30 Annex 3: ECD IAI program inputs and outputs - - - - - - - - - - 32 Annex 4: Cost categories and considerations for ECD IAI programming - - - - 33 Annex 5: Common pitfalls in ECD IAI program development - - - - - - - 36 Annex 6: Case studies of ECD IAI: Honduras, Paraguay, Zanzibar, Nepal, and Malawi - 38 Annex 7: Sample ECD IAI script: Malawi Tiyende! Episode 1 - - - - - - - 43 Recommended References - - - - - - - - - - - - - - - - - - 53 Expanding Access to Early Childhood Development Using Interactive Audio Instruction v Enrollment in early childhood education is just 18% across Africa, with disproportionately high enrollment from children in urban areas and from wealthier families. | EXECUTIVE SUMMARY | The returns to investments in ECD are manifold The toolkit outlines the four phases in the and can include improved school readiness, IAI program cycle as they pertain to ECD reduced drop-out rates, higher labor force programming in a facilitated group setting (early productivity and greater social cohesion. Despite childhood classrooms, non-formal community these high returns, enrollment in early childhood learning centers, or other adult-led group education is just 18% across Africa, with childcare settings), with a particular focus on disproportionately high enrollment from children community-based early learning initiatives as a in urban areas and from wealthier families. means of increasing access. These phases are summarized as follows: Interactive Audio Instruction (IAI) is a distance learning technology that can deliver low-cost, • Phase 1: Preparation This stage culturally appropriate education via radio or introduces IAI to a context and provides mobile audio technology. It is a highly effective initial engagement with stakeholders. This tool to reach children who can be hard to reach stage involves audience research; analysis through conventional programs, including the of the educational context; assessment of rural poor and children with disabilities. IAI can technology options and production resources; also be an effective form of service delivery in and program design. The end product of this unstable and conflict-affected regions. stage is a program design document. IAI has been shown to dramatically improve the • Phase 2: Development This stage quality of teaching and learning in a range of involves scriptwriter training; scriptwriting; contexts across subject matter, age, gender and production of draft audio episodes and location. However, despite the strong evidence formative evaluation that prepares for the base supporting IAI programs, scale up from pilot final production of use-ready episodes and phase to long-run permanent phase is rare. supporting materials. • Phase 3: Production This stage involves This document provides guidance for program final production and post-production of audio designers and managers who may be interested episodes and preparation of supplementary in using IAI for early childhood development learning materials for the program. programming. Taken in tandem with the 2005 Africa Region Working Paper, Improving • Phase 4: Delivery This stage involves Educational Quality through Interactive Radio training teachers/caregivers in the use of IAI; Instruction, it provides solid evidence for the mobilizing the host community; and delivering viability of the IAI approach and outlines the the program via radio, MP3, mobile phone, or process for designing and implementing an IAI other technology. program specifically for early childhood contexts Annexes provide more detail on processes, – from initial start-up in a given community, to players and costs of an ECD IAI program, as large scale expansion in a country. It highlights well as a list of common pitfalls and means of the main steps in the production cycle, the avoiding them or minimizing their impact. roles and responsibilities of government and communities, and provides useful tips for practitioners at each stage of the process. Expanding Access to Early Childhood Development Using Interactive Audio Instruction 1 IAI for ECD Lesson on shapes in Zanzibar. Recent analyses project that, not including benefits related to health and child survival, “increasing preschool enrollment in Sub-Saharan Africa would generate an estimated $33 in wages for every $1 invested.” Psacharapolous, George. “Benefits and Costs of the Education Targets for the Post 2015 Development Agenda,” Copenhagen Consensus Center, July 17, 2014, p. 27. | INTRODUCTION TO IAI FOR ECD | A large body of solid evidence demonstrates early exclusion from stimulating, learning- the significant effects of early childhood promoting programming. development (ECD) interventions1 on children’s success in school, long-term social integration, Interactive Audio Instruction (IAI) provides one and improved life chances.2 Short-term and solution to the challenge of providing high- longitudinal studies on program effects and quality early childhood education at scale and at research on the impact of early education on reasonable costs. The IAI medium allows for the human brain development provide strong development and delivery of both teacher and support for increased investments in high- caregiver training and direct instruction, using quality ECD programming. Indeed, good early best practices in early childhood education, childhood education can be a key contributor to and has demonstrated powerful results in narrowing social and economic gaps and driving contexts as diverse as Honduras, Nepal, El development, particularly in low-resource, Salvador, Indonesia, Zanzibar, Malawi, and disadvantaged communities. Paraguay. As a low-cost, high-reach, renewable and reusable teaching and learning medium, Governments, private sector entities, and IAI provides an ideal mechanism for early civil society organizations in most developed childhood programming. IAI packages for early economies have responded to evidence of the childhood include lessons designed to promote importance of early childhood experiences by comprehensive child development and school increasing access to high-quality programs, readiness in a logical, research-based scope particularly for low-income families with the and sequence that also serves as professional greatest need. Resources in lower-performing development scaffolding for the adult who is economies have been harder to redirect to leading the group. Content is delivered through early childhood, however, and the numbers CD, MP3, mobile phones, or radio, with the of children who lack access to high-quality assistance of a classroom teacher or group programs remains vast. In the poorest and most facilitator, who is coached by the recorded challenging contexts, citizens’ opportunities “teacher facilitator” to implement active, child- for success are thus further limited by this centered instruction that is highly relevant to the daily lives of the young participants. Warm and appealing characters lead the audience through Using counting 1 This toolkit is designed to refer to ECD interventions with a primarily educational purpose delivered to children prior to the songs, stories, and dramatic themes that provide sticks (simple age of primary school entry. While we touch on the potential of an engaging framework for literacy, math, life local materials) IAI as a medium for providing early childhood programming that skills or other learning content. The participatory is not explicitly focused on child learning and development (for to solve a math instance, IAI dramas for parents), we do not present a model nature of the guided lessons engages students problem the radio for those activities. in multiple ways -- cognitively, physically, teacher has posed 2 See, for example, Christina, R. (201 1). First Principles: emotionally, creatively and socially. in Madagascar. Designing Effective Education Programs for Early Childhood Development (Compendium). Washington, DC: EQUIP1/ IAI’s recorded audio programs, accompanying American Institutes for Research; Heckman, J. (2006, January 10). Investing in disadvantaged young children is an teacher guides, student materials, and training economically efficient policy. http://www.ced.org/images/ for teachers and caregivers provide a dual- library/reports/education/early_education/report_2006prek_ heckman.pdf; and Nores, M., & Barnett, W. S. (2010). Benefits pronged program of high-quality instructional of early childhood interventions across the world: (Under) content for children and guided-practice investing in the very young. Economics of Education Review, professional development for teachers and 29(2), 271–282. Expanding Access to Early Childhood Development Using Interactive Audio Instruction 3 | INTRODUCTION TO IAI FOR ECD caregivers, transforming classrooms and supplements the 2005 publication, “Improving centers and promoting strong early childhood Educational Quality through Interactive Radio development. Audio content, particularly when Instruction,” by integrating lessons learned delivered over radio, also makes learning from the past decade’s IAI efforts, focusing more transparent for families and community specifically on IAI programming for ECD, and members, who may otherwise not understand providing evidence and resources from a range what their children are learning if they of ECD IAI implementation contexts. themselves cannot read. This transparency is a particular advantage in contexts where ECD is The document outlines a general approach newly available, as parent support and buy-in is to high-quality IAI production for ECD. It also provides technical recommendations for how to critical to increasing ECD access. scale-up production and delivery in challenging This document was commissioned by the contexts, including an outline of necessary World Bank’s Early Learning Partnership to steps and components, estimated costs of a provide a resource for staff and counterparts program with broad reach and content depth who support the expansion of ECD efforts (including a financial model for production in low-resource contexts, particularly but not and program implementation), and a results necessarily exclusively in Africa. It builds on and monitoring and evaluation framework. | Testing IAI programs in community child care centers, Malawi. 4 Expanding Access to Early Childhood Development Using Interactive Audio Instruction | ECD IAI PROGRAMMING CYCLE | Preparation, Development, of technology options and production resources; and program design. The end product of this Production, Delivery, stage is a program design document. Evaluation, Sustainability Phase 2: Development This stage involves This section of the toolkit outlines the steps in scriptwriter training; scriptwriting; production of the IAI program cycle as they pertain to ECD draft audio episodes and formative evaluation programming in a facilitated group setting that prepares for the final production of use- (early childhood classrooms, non-formal ready episodes and supporting materials. community learning centers, or adult-led group childcare settings), building on the general IAI Phase 3: Production This stage involves development model articulated by Anzalone final production and post-production of audio and Bosch (2005). Inputs and processes episodes and preparation of supplementary are described, and cost considerations are learning materials for the program. highlighted for each phase. Phase 4: Delivery This stage involves Phase 1: Preparation This stage introduces training teachers/caregivers in the use of IAI; IAI to a context and provides initial engagement mobilizing the host community; and delivering with stakeholders. It involves audience research; the program via radio, MP3, mobile phones, or analysis of the educational context; assessment other technology. S TA I N A B I L I T Y P L SU AN D NI AN NG N > O > I AT PREPARATION > > U >> AL EV >> >>> >>>>>>>>> FIGURE A: >>>>>>>> FOUR PHASES DELIVERY OF THE ECD IAI DEVELOPMENT PROGRAMMING CYCLE > >> >> > > >> >> > > PRODUCTION > > > > > > > > >> >> > >> >> > >>>> >> >>>>>> Expanding Access to Early Childhood Development Using Interactive Audio Instruction 5 | PHASE 1: PREPARATION | Preparing for an ECD IAI program in a new grade level of instruction will have been context involves the following steps: created, including a scope and sequence for the programs, along with guidelines for Audience research- a study of the cultural, a.  evaluation of program quality. social, and linguistic context into which an IAI ECD program will be infused; Preparation for an IAI program should be b.  Analysis of the educational context, highly participatory, engaging a range of to ensure that the program is targeted at stakeholders and building the capacity of an appropriate population and that the host country counterparts in the theories and content of the programs is appropriate and methods underpinning IAI in general and in the not in opposition to any existing curricula specific ECD domains that will be covered by and teacher training programs or to national the program. In contexts where early childhood policies on early childhood education; education has not been as well resourced as other segments of the education and social Assessment of technology options and c.  service system, engaging in IAI program production resources, which ensures preparation provides both a professional that the program will be cost-effective and development opportunity for participating implementable; government staff and a platform for broader Program design, which integrates d.  discussion of the importance of ECD for the contextual research findings with individual and social development. curricular planning to map out the desired IAI development process and learning Sufficient resources need to be dedicated results. At the end of the preparation phase, to the preparation phase to ensure that design documents for each subject and appropriate data are collected and conclusions Student responding to instructions from the radio teacher. 6 Expanding Access to Early Childhood Development Using Interactive Audio Instruction | P H ASE 1 : P R EPAR ATION Audience Research: Negotiating Language of Instruction in the Democratic Republic of Congo In the DRC, audience research revealed that parents in communities targeted for ECD IAI programming were uncertain about the program’s proposal to prepare episodes in Lingala, the local language of the pilot regions. Although the DRC’s official language policy specifies instruction in local language in the early grades, these parents viewed French as the language of power and success, and they wished to provide access to that language to their children as early as possible. Ministry personnel and IAI program staff held community meetings in which they explained the importance of early learning in the language with which children are most familiar; outlined the research demonstrating benefits for both first and second language acquisition; and reinforced the cultural and social value of Lingala as an educational language. At the end of the DRC project, these same parents provided very positive feedback on the use of Lingala, after having had the rationale for it explained and having heard it in action. | and design decisions can be fully justified. cases the aspirations of policy makers and early Technical experts in participatory research childhood activists, even if reflected in policy, for IAI program development should facilitate are far from the practical reality of services for sample selection, protocol design, and data children and families. Audience research for collection, alongside counterparts from an ECD IAI program provides an opportunity to whichever government agency will be leading better understand current contexts and to begin and ultimately sustaining the ECD IAI program and/or facilitate a dialogue among families, effort. Development of the design document, communities, and system actors about what in particular, requires specialized technical good ECD in a particular context looks like and expertise in instructional design for interactive what the desired early childhood outcomes for audio, but it should be done in partnership children in that context are. with designated counterpart staff to build their capacity through supervised practice. The ECD IAI audience research should include design process rolls into the development stage, information collection from: as scriptwriters, once trained, continue with • early childhood providers (including teachers/ audience research and program adjustment that facilitators/caregivers); allow for the development of characters and scenarios that feel real and meaningful. • families and community members; and • young children themselves. Audience research a.  for ECD IAI Surveys and focus groups with selected informants can provide important information High-quality IAI programming links not on what these groups typically do in an ECD only to national curricula but also to com- setting, and on the kinds of local resources munity contexts and resources, to ensure available to inform the development of engaging that it is meaningful for and appealing to and enriching IAI programming. users (both adults and children). Policies, structures, resources, and practices related to Questions in the research program should ECD vary widely across countries, and in many provide a social and cultural map of the oppor - Expanding Access to Early Childhood Development Using Interactive Audio Instruction 7 | PHASE 1: P R EPAR AT ION tunities and challenges that will be faced when while achieving a feel that the radio program is implementing high-quality research-based ECD local” and for “integrat[ing] social and cultural programming through an audio medium in a connection points in ways that appeal to particular context. the diverse audience.” (Anzalone and Bosch, 2005: p.77) Early childhood experiences frame Issues to consider may include: children’s expectations for social interaction • Language patterns and preferences: among people who are different from each other, What languages are usually used for ECD and the pro-social messaging in an IAI program programming? Are these languages with can be a strong contributor to a tone of tolerance which children are usually familiar before and mutual respect among varied individuals entering ECD programs? What languages do and groups. families prefer to have used? Why? Are they languages in which early childhood teachers Educational context b.  are comfortable and confident themselves? How much variation is there among dialects analysis for ECD IAI within the same language, and what is ECD programming in developing country the relative perceived importance and contexts is often a diffuse and complicated web acceptance of the various dialects? of options, offered by multiple types of providers, | overseen by multiple ministries, and respond - • Character development resources: ing to multiple sets of standards (or to none at Who are the role models for children in this all). Design of an IAI program for ECD needs to age group? Are they different for consider the existing framework and expectations boys and girls? What are their primary and identify points of best alignment and integra - positive characteristics? tion with the system. Educational context analysis • Physical and cultural resources: helps with this process through document review What types of resources are readily available and analysis and qualitative interviews and focus in ECD program centers (books or other groups that consider: types of materials, slates, chalk, etc.)? What • Curricula: For what levels of early childhood local natural and reusable resources (such programs are there established curricula as sticks, stones, leaves, bottle caps, sacks or (for example, is there an officially-endorsed boxes) can be used in ECD games and learn - kindergarten or nursery program?)? Are these ing activities? What games do children play? levels of education the appropriate target What songs or cultural activities would be for the IAI program? To what extent can the well-received if integrated into the programs? proposed IAI program complement and enrich What are the expectations about gender in - the existing curriculum? To what extent can teractions in early childhood? Which activities it align with language policies and support are gender-neutral and which are gendered? language learning goals? Character development and activities resources research should continue throughout the • Teacher/caregiver preparation, training, program development phase, as well, to and practice: How are teachers/caregivers inform scriptwriting. for the target level prepared to work with young children? Are they employed within As scale is often a goal of IAI programming, the formal education system or outside it? it is important to use the audience research What kinds (if any) of ongoing training do they phase as a foundation for “discovering ways receive? Do they use the official curriculum to reach [a] large and diverse audience in their programs and/or are there other without perpetuating negative stereotypes, packages or resources that are more likely 8 Expanding Access to Early Childhood Development Using Interactive Audio Instruction Sorting during an IAI lesson in Zanzibar. to be implemented? How do they perceive Technology options and c.  themselves relative to the education system? How are they perceived? production resources • Non-curricular objectives for ECD assessment for ECD IAI programming: What are the access goals The development of low-cost digital technology for early childhood programs? Is there an and the increasing penetration of mobile explicit or implicit focus on gender issues phones in Africa and elsewhere provide an that is being addressed by increasing ECD opportunity to consider options for program programming through IAI? Are health and delivery that supplement, extend beyond or nutrition or conflict resolution a focus of any replace radio (the traditional vector for IAI ongoing initiatives for children? Are there program delivery). Using non-broadcast delivery particular groups of children/communities allows teachers to stop programs and start that are priorities for investment through the them again when they are ready, which gives IAI program? Why? them more time to engage all children in the activities. Caregivers/teachers can also listen • Parent ability and willingness to pay: to the programs in advance in order to prepare In what ways do families and communities to use them more effectively in the classroom. currently support ECD programming? Do Finally, programs can be listened to over and they pay for services? If so, how much over again, as desired. However, radio broadcast do they pay, on average? If not, do they should not be dismissed out of hand simply contribute to center operation in any way? because it is old fashioned. The different modes How much might they be willing to pay or of technology have different benefits, some of contribute in order to obtain quality services? which are outlined in the following table. Expanding Access to Early Childhood Development Using Interactive Audio Instruction 9 Technology Options for Interactive Audio Instruction for Early Childhood Development. Radio Mp3 or CD Mobile phone Mobile phone using IVR technology Description Programs are broadcast Programs are Programs are recorded Users call in to a call over radio at a certain time. recorded on reusable on SD cards for playback center to access Listeners tune in to the media for playback on mobile phones with or pre-recorded programs live programs. on a specific device without speakers at the on their own schedule. at the initiative of initiative of the teacher. Playback is over mobile the teacher. phones with or without speakers. Costs (not Broadcast costs; costs Costs of playback Costs of mobile phones Costs of mobile phones including of radios for users; devices and of digital and of SD card recording and of toll-free line development of electricity (solar power or media recording and distribution; battery (if IVR is funded by programming) crank-charged) or battery and distribution; charging costs the government) or of charging costs electricity or battery telecom use (if users charging costs must pay costs); battery charging costs Convenience Radios are widely CD/Mp3 players can High level of mobile phone High level of mobile accessible be procured fairly availability; less bulky than phone availability; easily; not tied to a radios/playback devices not tied to a broadcast broadcast schedule; (some phones may include schedule; more flexible more flexible use and radios); not tied to a use and reuse reuse by teachers broadcast schedule; by teachers more flexible use and reuse by teachers Coverage Limited to number of Limited by device Limited by device Limited by mobile hours of broadcast availability and availability and electricity phone network that can be secured/ electricity availability availability (for charging, coverage, device paid for; limited by radio (for charging, if not if not for playback) availability, and network coverage and the for playback) availability of electricity availability of radios. for charging. Monitoring Difficult to monitor usage Difficult to Programs built in some Easy to monitor usage monitor usage software can track through call logs; usage on the SD cards SMS addition can in phones. If SMS is easily collect data on available, can also use retention of information, phones to collect data impact and user on usage, retention of satisfaction. information, impact and user satisfaction. Other Engages a potentially Crank and solar- Reach and volume may be Reach and volume considerations large shadow/secondary charging devices limited without speakers, may be limited without audience when broadcasts are available. but recording can partially speakers, but recording are on-air, thus raising address these challenges. can partially address awareness of ECD issues these challenges. and of what high-quality ECD sounds like; crank and solar-charging radios are available. 10 Expanding Access to Early Childhood Development Using Interactive Audio Instruction | P H ASE 1 : P R EPAR ATION Technology options assessment for an ECD IAI Production resources assessment should program should consider the pros and cons of include an exploration of the existing recording the various possible technology configurations options in country, including government and and collect data on the relative costs of private studios. If a government studio exists, implementing those that are most favorable its capacity relative to that of private recording in a given context. Existing household survey studios should be explored. Investing in the data may provide information on the availability development of a high-quality government-run of radios and mobile phones in targeted studio and human resources to staff it may communities. If such data are not available, a be more politically desirable than contracting scan of radio and mobile technology in the local production out to a private provider, but its market should be conducted, to ensure that the cost-effectiveness and long-term impact may devices used to deliver the IAI programs will be be low. The long term ability of the government cost-effective and rational for sustained use to sustain media production and use the studio and capable of delivering the desired content. resources efficiently should be considered Assuming that governments will not be able to when determining the production plan and assume recurrent costs of equipment for IAI choosing whether or not to invest in public programming, device selection should ensure sector production capacity. that devices are locally-available and within the | purchasing power of the average ECD provider. Technology Assessment and Design: Considering Mobile Phone Options for the DRC Technology assessments help to highlight opportunities for sustainability and cost reduction within local markets, as well as to manage expectations about what can be achieved over the life of a funding initiative. In DRC, for instance, a scan of mobile technology in the local market identified locally-available phones that were affordable for the average Congolese and could reasonably be accommodated in Ministry budgets if programming went to scale. These handsets were augmented by high-quality speakers that run on cell phone batteries, along with solar charging stations that would charge both the phones and the speaker batteries quickly and easily. Hands ets c an be augme nted b Devices selected included: high y speake -quality rs that cell ph run on • Telephone: Nokia 112 one along w batteries, • Speaker: GOgroove chargin ith solar g statio SonaVERSE BX ns. Rechargeable Portable 3.5mm Stereo Speaker • Charging source: FatCat FC-SOLII Solstice Portable Solar Battery Pack Expanding Access to Early Childhood Development Using Interactive Audio Instruction 11 | PHASE 1: P R EPAR AT ION  CD IAI design d. E I program to other instructional materials, and teacher training.” Anzalone and Bosch (2005) document generation Design documents should outline the The design document pulls together pedagogical foundations for the programs and the findings of the audience research, the local contextual factors that will make them the educational context assessment, engaging and relevant. They should include and the technology assessment; serves a scope and sequence for the IAI programs as the point of reference for all project and guidelines for formative evaluation of activities; and ensures that the many program quality, along with training strategies moving pieces of an IAI program for teachers and identification of supplemental are coherently related and smoothly materials that are to be integrated with the engaged. Indeed, “the design document IAI programs. guides every aspect of program development and maps out the learning process for the Similar to many early primary grade programs, students and teachers. It plots the curriculum, an ECD IAI program is typically one full year of the characteristics of the programs that instruction, covering multiple subjects in a single are designed to engage participants, the daily lesson of around 30 minutes in duration. evaluation process, the connections of the I[A] Usually, ECD IAI program content includes | IAI “student” character (from Madagascar): child actor and her corresponding character from student materials 12 Expanding Access to Early Childhood Development Using Interactive Audio Instruction | P H ASE 1 : P R EPAR ATION Production Capacity Assessment and Planning for Sustainability: Unit Building in the Zanzibar Ministry of Education and Vocational Training (MoEVT) A strong example of productive investment in government capacity is Tanzania’s Radio Instruction to Strengthen Education (RISE) and Zanzibar Teacher Upgrading via Radio (ZTUR) Early Childhood IAI Projects, which served as the foundation for the establishment of a distance and open learning division (the eLearning Division) within the Zanzibar MoEVT. Eleven MoEVT technical staff were seconded to and trained by the projects. These staff formed the startup cadre for the eLearning Division, and they have since expanded the scope of the division to 14 staff who continue the development and broadcast of IAI programs; train the staff of all MoEVT divisions and sections in information and communication technologies (ICT), including schools, teaching colleges, and libraries; integrate ICT into teaching and instruction; conduct seminars and training (long and short- term) on how to use ICT in Ministry work (i.e. communications and management); and ensure that MoEVT divisions are working together in the areas of ICT. | early literacy, early numeracy, and lifeskills such foundation for the production and use of the as health, nutrition, safety, and hygiene; but IAI programs themselves and sets the work additional subject matter such as social studies up to be evaluable and to succeed. In contexts and science may be included if it is appropriate where investment in ECD has not been a and can be feasibly delivered over audio in the government priority, capacity of government available timeframe. staff to contribute to design may be limited. Therefore, resources from the private and/or Design document generation should be a nonprofit sectors may also need to be engaged. highly collaborative process that engages However, it is essential to include government ECD experts and curriculum development personnel in a learning-by-doing process of experts, IAI specialists, scriptwriters, production professional development to support IAI design, personnel, and evaluators. The process can as sustainable local programming will need to take from a few weeks to several months, and be a government responsibility. should not be rushed, as it provides the critical Expanding Access to Early Childhood Development Using Interactive Audio Instruction 13 | PHASE 2: DEVELOPMENT | As the design document is being developed, training with little (if any) prior knowledge ECD IAI program development should also be of IAI. They may understand the concept of initiated, including the following processes: radio but will probably not have been exposed to an interactive audio program, especially not a. Scriptwriter training; one designed for early childhood classrooms. b. Scriptwriting, and initial episode To help them gain this understanding, it is production; and advised that they experience ECD IAI through c.  Formative evaluation that prepares for the direct participation in an actual IAI program or final production of use-ready episodes and by watching a video of it being applied in supporting materials. a classroom. One goal of this process is to build the capac - • Establishing a common understanding ity of government personnel and other local of quality ECD. Reviewing literature on resources to continue to produce and use IAI best practices in ECD serves as a basis for programs after the release of the initial series. drawing up collective profiles of the ideal Sufficient technical assistance from experi - ECD teacher and an average pre-primary enced IAI developers should be incorporated student. These activities help scriptwriters into program design to ensure that the process develop an understanding of the population produces the desired capacity development the programs will serve and the skills and results and that the products are of high quality. competencies the programs will aim to build. These profiles, mapped against the Scriptwriters a. Scriptwriter training national curriculum, will become the basis for program objectives. A typical pre-primary taking notes for for EDC IAI classroom setting in the target country adjustments The quality of ECD IAI programming depends should also be described in detail, including during formative heavily on the quality of the program’s the materials that are readily available and evaluation in scriptwriters. Ideally, scriptwriters should have a used, typical classroom layout, average class Madagascar. background in early childhood or lower primary size, etc. Scriptwriters need to understand education, to ensure that they understand the a pre-primary classroom setting, and populations they will write for. Even with this understand how it is different from (and background, however, intensive training of often under-resourced in comparison to) scriptwriters will be required to guarantee a primary classrooms. They also need to learn quality end product. This training should be led to write to and for the communities of the by an experienced technical advisor who has geographic areas that are being targeted by produced quality IAI programs in the past. the IAI programs (for instance, rural isolated communities), which may be different from The training should be at least two weeks in their own familiar environments. This length, be reinforced by ongoing support during shared understanding will also contribute to actual production and formative evaluation, and the development of the series’ context cover the following objectives: and characters. • Gaining understanding of the concept • Experiencing interactive activities to of IAI and its application in an ECD build learning and teaching objectives. classroom. Most writers arrive at the The key to good scriptwriting is visualization 14 Expanding Access to Early Childhood Development Using Interactive Audio Instruction | P H ASE 2: DEVELOP MENT -- when a scriptwriter is able to visualize familiarized themselves with the production what an activity looks like in the pre-primary cycle, a 2-day writer’s workshop using script classroom, it becomes easier to write down templates and pre-developed master plans the steps it takes to guide the teacher to for an IAI ECD series should be undertaken. smooth execution of that activity. A good Writers should each produce at least one way to help writers develop this capacity to script during this portion of the workshop. visualize is by having them experiencing the After their scripts have been written, they same activities they will thereafter learn to should observe someone else reading them represent in scripts. aloud with a partner who will execute the • Understanding the production cycle. instructions provided. This is to ensure that Writers need to understand the process of the instructions are clear, the necessary program production from beginning to end, pauses are integrated, that interactivity is because scriptwriters often end up doing present in every segment, and that activities much more than just scriptwriting. In most and language used are appropriate and cases, writers draft scripts, listen to programs engaging for this age level. for quality control, formatively evaluate the programs in actual early childhood centers b. Scriptwriting and incorporate modifications to the scripts IAI scripts for an ECD program provide all of | post-testing. Therefore, it is essential that the information that will be needed for a studio they familiarize themselves with the process. to produce and record the programs. Dialogue, • Learning to write scripts and practice music, sound effects, and pauses needed for writing and acting out scripts from user response are detailed and timed, and master plans. Learning to write scripts is represented in written form. See appendix 7 straightforward when quality examples and for an example of an ECD IAI script from the templates are provided. After writers have Malawi Tiyende! early childhood series. Scriptwriting in the Democractic Republic of Congo. Expanding Access to Early Childhood Development Using Interactive Audio Instruction 15 | PHASE 2: DEVELOP M ENT Scriptwriter asks for teacher feedback on a script after testing in Madagascar. Formative evaluation c.  Formative evaluation can be conducted by a range of actors, including program designers, of ECD IAI scripts | scriptwriters, local government counterparts, Formative evaluation of IAI scripts is an and/or an external research team (although if essential quality control element of the this approach is selected, scriptwriters should development process. Each script must be still accompany evaluators so that the feedback tested with actual potential users (teachers and loop is completed on site). All evaluators should children) to determine the following: be trained by an IAI evaluation specialist in the research methods (observation, interview, • whether the content is clear and at the right focus group, skills assessment) used for level of difficulty for the targeted users; formative evaluation prior to engaging in • whether the characters, music, sound effects, the process. For an ECD application and story lines are engaging and understood of IAI, it will be important for the as intended; training to include information on child • whether the timing of the script (including development and best-practice ECD, pauses for listener response and activity) as well as data from audience research is effective; and educational context assessment, to • whether there is enough physical and provide evaluators with a framework of oral activity; appropriate expectations for teacher and • whether the content and delivery are student performance when using the gender balanced; IAI programs. • whether the interactivity engages all children; Timelines for scriptwriting and formative • whether the teacher is able to prepare and evaluation for a year-long ECD IAI program manage the resources and materials needed can range from three to six months, depending for the lesson; on the skills and previous experience of the • whether the teacher and students learn from scriptwriters (and their availability, if they are the program. government staff); the overall number of scripts to be produced; and the extent of changes required after formative evaluation. 16 Expanding Access to Early Childhood Development Using Interactive Audio Instruction | PHASE 3: PRODUCTION | Production includes the following aspects: minimum, 4 voices should be included in the programs: an adult male, an adult female, a male a. Audio production child, and a female child. The fewer actors that b. Supplementary materials production can be used to produce these voices, the better, for reasons of cost and continuity. a. Audio production In any scenario, selection of a production facility Local production of IAI programs and staff (producer, editors, and technicians) in a studio that has been built for should be based on their ability to provide the purpose, leveraged from the highest-quality audio product. If listeners government’s media system, or obtained cannot hear or understand the programs due to from a private or non-profit source will production quality issues, they will simply stop both build local capacity and allow for listening, and the value of the program will intensive quality assurance on site during be lost. production. However, recent advances in digital transmission technology make it more Programs may go through at least two rounds possible to outsource editing if local costs are of recording to accommodate changes due to excessive, local capacity is limited, or timelines formative evaluation, so appropriate budget for are short. re-recording must be allocated in advance to Performers with both appropriate vocal ensure quality. Depending on program length skills and the requisite accents of the and complexity, an average of 1 to 2 production language used in the IAI programs are days per program should be budgeted. Preparing much more likely to be available locally. materials for use Local musicians can ensure that the music used b. Supplementary in IAI programs in Tanzania. is appropriate for the context. The number and type of performers depends on the design of materials production the scripts and is affected by the number of National teaching and learning materials for characters included in the program and the ECD are often in sparse supply, so additional extent to which music is incorporated. At a resources can be produced to enhance and complement the IAI programs if budget allows. Supplementary materials should include Recording IAI programs a teacher’s guide and, where possible, a in theDemocractic supplementary activities packet. Printed posters Republic of Congo. and manuals for the development of learning resources using locally available low-cost or no-cost resources (such as manipulatives made from bottle caps and natural materials like sticks, stones, and leaves; and charts and games made from old sacks, boxes or other packaging) are also recommended. These should be produced at the same time that scripts are being written, to ensure close alignment between scripts and materials. Expanding Access to Early Childhood Development Using Interactive Audio Instruction 17 | PHASE 4: DELIVERY | Delivery includes the following aspects: up early childhood environments to make best use of the IAI programs; initial training on creating a. Teacher/caregiver training no-cost/low-cost learning materials, as they will Community sensitization and mobilization b.  be asked to do in the programs; and experience c. Delivery operating the technology, to ensure that they will d. Marketing and engaging audiences be able to effectively implement the programs. The latter point is particularly important when using a a. Teacher/Caregiver Training non-broadcast vector, as the delivery of content from a mobile phone, for instance, is different from IAI programming is by design a dual-channel simply making a phone call. intervention, providing teachers with professional development while also providing children with If teachers are unable to access a face to face high-quality instruction. Nevertheless, program training, guidance and orientation can also be effects are greatly increased when teachers are provided by radio or another digital medium. Face oriented to the content, the pedagogy, and the to face training is preferable, but the same princi - technology in advance. The length of training ples of active learning and engagement that are should depend on an assessment of the extent reflected in the IAI instructional series can be used of teachers’ prior training in best-practice ECD to create a distance-learning training package. and their familiarity with the technology selected for the IAI intervention. In many contexts, ECD b. Community Sensitization teachers have relatively little training when and Mobilization compared to primary teachers – some may Early childhood is a particularly sensitive arena in have no training at all in education or in early which to introduce innovation, as it addresses the childhood development. Depending on the profile needs of very young children and is very often not of the teachers who will be using the programs, associated with formal schooling in the minds of two to four days of training may be needed. Teachers being the community. Sensitization of the communities trained to use in which programs will be implemented begins in Training should provide teachers with an IAI over mobile the preparation stage, with audience and context introduction to and explanation of the value of the phones with research serving as an initial point of engagement active learning methods through which they will speakers in DRC. around the value of early childhood development be guided by the programs; guidance on setting programming, the ways in which it might be implemented in a given community, and the roles of families and community members in delivering and sustaining programs. Parent and community representatives can also be invited to participate in formative evaluation of IAI episodes, to help them become familiar and comfortable with the content and format of the programs and help them appreciate the potential of IAI. Where a community-based preschool model has been selected as the approach for the ECD program, community engagement will need to begin very early on in the program cycle, | P H ASE 4 : DELIVERY Community Engagement to Expand ECD through IAI: Zanzibar’s TuTu Centers A significant component of the Radio Instruction to Strengthen Education (RISE) project in Zanzibar was the establishment of over 180 Tucheze Tujifunze (TuTu) early childhood learning centers (TuTu Centers) in areas with poor access to ECD services. TuTu Centers offered non-formal preschool and Standard 1 education to the most vulnerable children in remote communities in two of Zanzibar’s ten districts. Prior to starting up community preschools, community mobilization meetings were held to arrive at a joint management plan for establishing and supporting the center, including the identification of class mentors and the provision of a learning space. School management committees were also trained to ensure that they were supporting TuTu Centers. RISE staff trained local community members as mentors to guide learners through the TuTu broadcasts and post-broadcast activities in non- | formal settings identified by the community. This community preschool model has been successfully sustained by the MoEVT following the close of the program. 179 of the original 180 TuTu Centers are still in operation 6 years after RISE closed, and 52 new TuTu Centers are scheduled to be established. Salaries for the preschool mentors have been fully absorbed within the MoEVT budget. during the preparation or development stages, spaces and facilitators for community ECD particularly if communities are being asked to centers, as those facilities will need to be identify facilitators and provide learning spaces readied and facilitators engaged and trained for the children. before programming can roll out. More intensive outreach efforts should be conducted as programs are readied for delivery, c. Delivery (possible to ensure that parents and communities through varying devices understand what to expect and understand and technology) how they can contribute to the success of the programming. Facilitated workshops in which Delivery of ECD IAI by radio IAI episodes are shared and stakeholders’ Radio delivery of IAI is the most traditional questions addressed should be held in approach. If radio is selected as the desired communities targeted for programming, with technology, based on the technology assessment appropriate representation from ministry Community-built described above, program delivery will need to personnel, if possible. Key community figures preschool center be coordinated to ensure adequate range of (traditional leaders, religious figures, local civil in Zanzibar. broadcast coverage; an appropriate broadcast society representatives, and business leaders) schedule; and consistent delivery in line with that should be invited and encouraged to attend, schedule. Regular programming depends on along with parents. good radio station organization (scheduling and Where a program design team has decided to logistics), and a well-functioning intermediary recruit community contributions to the programs (the radio station) is key to program distribution. (whether cash or in-kind), this outreach should If the government has an educational radio begin well in advance of the distribution of the service through the Ministry of Education or an IAI episodes. This is particularly true where alternative national public broadcast network, communities are being asked to supply learning these can be engaged to provide broadcast Expanding Access to Early Childhood Development Using Interactive Audio Instruction 19 | P H ASE 4 : DELIVERY time at low or no cost as part of ongoing public of teacher guides with audio programming on service programming. If public radio is not an the same device, and (like CD or Mp3 delivery) option, private and/or community radio stations allows teachers to reuse programs as they need will need to be used. Every effort should be made or desire. Loading programs and supporting to ensure that the smallest possible number of materials onto SD cards for insertion into phones stations required to provide adequate coverage is fairly simple, and the cards can be delivered is used – engaging with a large number of directly to teachers during training or distributed broadcasters significantly complicates broadcast through mobile phone providers that also provide scheduling, cost control becomes challenging, access to phone credits and equipment. Mobile and it becomes increasingly difficult to monitor phone volume may be increased with the use actual delivery. Ideally, no more than 5 stations of portable easily charged speakers, if desired, should be broadcasting an IAI series at once. If but recording at high volume can also largely it is impossible to achieve the desired coverage compensate for the noise interference that may without significantly increasing the number be encountered in ECD settings. of participating stations, alternative means of | delivery should be explored. Distribution of Marketing and d.  supplementary materials can be coordinated engaging audiences during teacher training prior to initial broadcast. An IAI program should draw listeners to it, not If using a broadcast medium, startup of delivery be imposed upon them (indeed, the power of can also be phased, with broadcast beginning as listeners to simply tune out if not satisfied cannot soon as one-third of the programs are ready. be overestimated). Planning for the marketing Delivery of ECD IAI of a program is therefore an important part of its development. While primary school IAI may by CD or Mp3 be easily marketed to potential users, given the CD or Mp3 files for use in a playback device are established status of formal schooling and a an alternative to radio broadcasts that allows desire to improve its quality in many contexts, for sharing of materials and for repeated use early childhood IAI programs can require of programs by teachers on their own initiative. particularly nuanced and careful approaches. The technology options assessment step should Where ECD programs are not part of the determine whether equipment to play such media established educational landscape, or in contexts is already available or will need to be procured where early education is narrow in scope (for to support the program. Distribution of audio instance, focused on religious education), files (and, if funded, playback equipment and concerns about the purpose of the programs, supplementary materials) can be accomplished in the content, and their appropriateness for coordination with Ministry officials who supervise young children may be encountered. Marketing early childhood facilities, at teacher training/ efforts should be developed with local advisors orientation, or through designation of a central and draw carefully on the audience research pickup point (such as a selected preschool, of the program preparation stage, in order to a clinic, a food distribution depot, or another allay concerns, highlight the advantages of the commonly-accessed location) for teachers in programming, and encourage interest in both regions where programming is being used. the IAI intervention and ECD more broadly. Where possible, marketing should engage local Delivery of ECD IAI champions (community and religious leaders, by mobile phone entertainers and public figures) to help convey Mobile phone delivery makes IAI programming the positive messages about the programs and much more portable, and content creation tools encourage families to allow their children like Stepping Stone allow for the integration to participate. 20 Expanding Access to Early Childhood Development Using Interactive Audio Instruction | MONITORING AND EVALUATION | Monitoring and evaluation of an ECD IAI pro - Student-level, teacher-level, and parent- gram supports quality, ensures appropriate use level outcomes: of funds, and provides evidence for adaptation • Positive changes in student enrollment and and/or expansion. attendance as compared to baseline • Student and teacher retention and Monitoring of the fidelity of program implemen - comprehension of IAI content (based on tation can occur through broadcast and listener cohort pre and post assessment) logs (and for mobile phone users, usage tracking data) and periodic classroom observations that • Increase over time in student and teacher be - document whether the programs are being lis - havior that is consistent with IAI’s active learning tened to as scheduled and whether teachers are methodology, pro-social interaction modeling, using them as intended and directed. Monitoring and life skills messaging (observational data) visits should ideally be conducted by govern - • Parent and teacher satisfaction ment ECD personnel, as part of a routine cycle System-level outcomes: of support to early childhood institutions. Training • Accurate replication of process after piloting for on fidelity monitoring will build the capacity of uptake in other regions of the target country these staff to support their assigned schools. If • Government willingness to expand the program government personnel are not available, commu - • Generation of public and private resources nity monitors from within the communities that for expansion house preschools can be trained, or outside con - • Confirmation of low operating costs and high tractors can be engaged to conduct site visits. rate of return on investment (demonstration Evaluation of an ECD IAI intervention includes of value for cost relative to other possible both the formative evaluation process that interventions). informs the development of the actual audio Costs for monitoring and evaluation activities will vary programs and supporting materials, and more depending on the responsible parties, the scope of summative assessments that track the effects the intervention, and the size of the evaluation of the intervention over time. The design of an sample. Ideally, government counterparts should evaluation framework for an intervention should be involved from the start in the development and im - reflect its particular context and goals, but po - plementation of the monitoring and evaluation plan, tential measures of performance may to ensure their long-term commitment to the process include the following: of results documentation and quality control. Tikichuela: Evaluation of IAI for early childhood mathematics The Tikichuela program in Paraguay were administered as pre- and post- and specialization, and location of included a rigorous randomized tests. Data analysis included not schools. Results provided inputs to control trial of the curriculum and only the performance of students in support not only program validation materials. 3,000 students across control versus experimental schools, and extension but also broader policy 265 schools were randomly assigned but also considered gender, mother discussions about early childhood to treatment and control goups, and tongue, language of instruction, goals for students and teachers in assessment tools mapped to the class composition (multigrade versus this multilingual, multicultural context. learning outcomes of the program single grade), teacher experience Expanding Access to Early Childhood Development Using Interactive Audio Instruction 21 | SUSTAINABILITY | The sustainability of an IAI initiative depends ence research, thoughtful and engaging market - upon a number of factors, most important ing to communities and families, and enlistment among which is the extent to which the program of program champions and advocates to encour - engages and pleases its users (as Anzalone age participation and help share positive results and Bosch put it, “a quality I[A]I program will will support buy-in, use, and sustainability. generate a following or constituency that expects the programs to continue.” [2005, Indeed, engagement of stakeholders from the p. 29]). A checklist of elements that support very start of an ECD IAI initiative is critical. such a high-quality product is included in the Government and community counterparts and partners who are part of the development and following table. implementation process and understand and Sound pedagogical design; engaging and support the concept of IAI for ECD will be relevant characters, story lines and activities; and better able to advocate for and sustain it moving high-quality production set up a program for forward. Training government counterparts success and help it to build an audience that through learning by doing throughout wants more of the same. In an ECD application, the project cycle builds their capacity to where not only the IAI methodology but also continue programming after external funding the principles and structures of early childhood ends, promotes a supportive and enabling education may be unfamiliar to many, quality of environment, and supports effective planning for production and sensitivity to local needs and long-term ownership and cost management. norms are particularly important. Careful audi - IAI lesson in Zanzibar. 22 Expanding Access to Early Childhood Development Using Interactive Audio Instruction Minimum Quality Assurance Checklist for ECD IAI Projects a Ministry validation of all design a Quality review of all printed and documents. This includes scope and audio materials, prior to distribution. sequence, master plans, and teachers The quality of deliverables from guide templates. Once designs are printers is sometimes not what is approved, the Ministry must also promised at quote submission. validate scripts as they are produced. Therefore, it is imperative that printed However, not all scripts will require materials be periodically reviewed as validation (the revision process is they are duplicated so that quality of laborious and Ministry personnel have printing is assured. Scriptwriters must limited time). Experience shows that also listen to every final corrected 5% of scripts can be made available for audio file to ensure quality. review by the validation committee. a Quality assurance of teacher a IAI and ECD Specialist review of every equipment use. The programs script (both pre- and post-test) and will not be heard if teachers are not teachers guide. The Specialist must comfortable using the selected have a solid background in teaching and devices. Training should confirm that learning specific to ECD; expertise in they understand and can use the IAI program development; and a good technology, and follow up should knowledge of the context for which the ensure that they are doing so and IAI programs are being adapted. provide support if they are not. a Scriptwriter testing of every program, prior to its distribution. Scriptwriters a Support and monitoring must observe every program, and of program use after launch. testing should include short interviews Clear and informative protocols for with teachers and students to ensure usage monitoring and the provision of that program content is appropriate support for teachers who are having and relevant and pinpoint any issues are critical for ensuring success. necessary corrections. This is especially true in the initial phase of the programs when teachers are getting used to using IAI as a medium a Testing of procured technology, prior of instruction. to distribution. This can be done simultaneously with the testing of the programs to assure that technology is both useable, appropriate, and will function effectively for the purpose of IAI program use in ECD classrooms. Expanding Access to Early Childhood Development Using Interactive Audio Instruction 23 IAI has been shown to dramatically improve the quality of teaching and learning in a range of contexts across subject matter, age, gender and location. | PROGRAM DESIGN AND IMPLEMENTATION | A TOOLKIT AND GUIDELINES FOR | ANNEXES | Annex 1: Timeline for development of 1 year of ECD IAI programming Annex 2: Personnel required for an ECD IAI program and their respective roles Annex 3: ECD IAI program inputs and outputs Annex 4: Cost categories and considerations for ECD IAI programming Annex 5: Common pitfalls in ECD IAI program development Annex 6: Case studies of ECD IAI: Honduras, Paraguay, Zanzibar, Nepal, and Malawi Annex 7: Sample ECD IAI script: Malawi Tiyende! Episode 1 Expanding Access to Early Childhood Development Using Interactive Audio Instruction 27 | ANNEX 1 | TIMELINE FOR DEVELOPMENT OF 1 YEAR OF ECD PROGRAMMING The timeline for implementation of an ECD IAI An illustrative timeline for the development of a full program will vary depending on the inputs needed; year of ECD programming is provided below. This these include the extent to which a government timeline assumes that 100 30-minute programs will partner is ready to adopt the program approach; be produced; that a studio is already available; and whether or not studio construction and equipping that the IAI delivery device will be mobile phones. If is part of the plan; the existing capacity of govern - the delivery will be via broadcast instead of through ment staff who will be trained through the pro - mp3s or phones, this timeline would move more gram; the extent to which community sensitization quickly: broadcast would begin with 50 programs and mobilization is needed; and the total number completed (at around month 7), with teacher of programs to be produced. training in month 6 and community mobilisation and sensitisation beginning in month 1 or 2. Activity Person Target M M M M M M M M M M M M Product/ responsible 1 2 3 4 5 6 7 8 9 10 11 12 Outcome Audience and context STTA* and ministry Preschool Audience and research conducted counterparts teachers and context research students conducted and data aggregated Conduct local Local consultant Local markets Technology scan technology scan with STTA data collected and aggregated Design document developed STTA with local Program man- Design docu- counterparts agers and staff ment developed Training of scriptwriters on STTA 12 Scriptwriters Scriptwriters how to write an IAI lesson trained (2 weeks, plus refresher after 2 months) Training of technicians on how STTA 2 Studio Technicians to build an IAI lesson technicians trained Selection of the series title Ministry validation Preschool Title selected and series design (characters, committee and teachers and production scene, main objectives, scriptwriters document template for each lesson) finalized Development of Scriptwriters Preschool Layout of teachers guide page and teachers teacher guide script templates finalized Template for script finalized Creation of the introduction Musicians Preschool The song is song for the series teachers and produced students Identification of actors for Scriptwriters and Actors Actors hired each series character techinicians Scope and sequence for STTA and Scriptwriters Scope and 100 lessons are mapped scriptwriters sequence finalized Scope and sequence for Ministry validation Preschool Scope and 100 lessons are validated committee teachers sequence validated Production Plan for STTA and Scriptwriters Production plan 100 lessons prepared scriptwriters and studio finalized technicians * Short-term 28 Expanding Access to Early Childhood Development Using Interactive Audio Instruction technical assistance Activity Person Target M M M M M M M M M M M M Product/ responsible 1 2 3 4 5 6 7 8 9 10 11 12 Outcome Technology for distribution Procurement officer Preschool Technology identified and procured. teachers ready for use Master plans drafted for each STTA and Scriptwriters Master plans lesson (10 at a time written) scriptwriters completed Scripts drafted, reviewed and STTA and Scriptwriters Pre-test scripts timed (5/week written) scriptwriters completed Recording of pre-test scripts Studio technician Scriptwriters Pre-test (5/week recorded) in collaboration and/or team programs are with actors and responsible for available for scriptwriters/ testing testing testing team Testing of pre-test programs STTA, Scriptwriters Scriptwriters Modifications in local school and and/or team and/or team to pre-test subsequent modifications to responsible responsible programs and programs and teachers guide for testing for testing teacher guide pages integrated pages made (10 tested/wk) Scriptwriters and community STTA, scriptwriters Scriptwriters Sensitization sensitization team trained on and training team and/or team team trained mobilization/sensitization responsible for training IAI and community STTA, Scriptwriters Scriptwriters IAI community sensitization materials drafted and/or team and/or team sensitization and recorded and finalized responsible for responsible for materials drafted training training and recorded and finalized Studio technicians record Studio technician Scriptwriters Post-test modifications to pre-test in collaboration and/or team programs programs in studio with actors and responsible for available scriptwriters/ testing testing team Community sensitization Scriptwriters and/ Community Community process initiated or team responsible members sensitization for training process under way Community preschool Training team Community Community facilitators identified members/ facilitators and community support teachers identified/ resources mobilized resources leveraged Final quality control to verify Scriptwriters/ Preschool Final versions modifications and programs testing team teachers and are available in have no issues students digital format Recordings are built into Studio technician/ Preschool Lessons are bundling format for phones programmer teachers and available to load students onto mobile phones IAI teacher training materials STTA, Scriptwriters Scriptwriters IAI teacher drafted and recorded and/or team and/or team training and finalized responsible for responsible for materials drafted training training and recorded and finalized Teachers guide printed Procurement officer Preschool Teachers guides teachers and available for students distribution Lessons and teachers Logistics officer Preschool Lessons and guides distributed teachers and teachers guides students distributed for use Conduct initial IAI training STTA, Scriptwriters Preschool Initial teacher with preschool teachers and/or team teachers training responsible for completed training Expanding Access to Early Childhood Development Using Interactive Audio Instruction 29 PERSONNEL REQUIRED FOR | ANNEX 2 | AN ECD IAI PROGRAM AND THEIR RESPECTIVE ROLES Phase Personnel Responsibilities/roles Start-up STTA*: IAI Specialist/ Develop design document in collaboration Technical Advisor with staff Liaise with government validation committee for approval of design documents Train scriptwriters STTA: IT Consultant Training studio technician in IAI production (IAI technology) STTA: ECD Supports IAI Advisor to ensure that design Technical Advisor reflects best ECD practices Planning and Scriptwriters In collaboration with IAI Specialist, draft pre-production curriculum map, scope and sequence, production document Conduct audience research and technology scan STTA: IAI Specialist/ Draft curriculum map, scope and sequence, Technical Advisor production document Draft initial master plans, script and teachers guide templates Creating sound effects in the studio Liaise with government validation committee for approval of technical documents in Madagascar. STTA: ECD Technical Supports IAI specialist and scriptwriters to Advisor ensure that curriculum, plans, scripts and teachers’ guides reflect ECD best practices Production Scriptwriters Draft pre-test and post-test scripts. Participate in the formative evaluation of each program. Conduct quality checks of each program. Supervise recording of scripts in studio In collaboration with IAI Specialist, draft teacher training and community sensitization guides. Manage actors’ recording schedules. Liaise with Ministry validation committee to approve final products. Short-term technical assistance * 30 Expanding Access to Early Childhood Development Using Interactive Audio Instruction | ANNEX 2 PERSONNEL REQUIRED FOR AN ECD IAI PROGRAM AND THEIR RESPECTIVE ROLES (continued) Phase Personnel Responsibilities/roles | Production (continued) STTA: IAI Specialist/ In collaboration with ECD Advisor, review Technical Advisor pre-test and post-test scripts and teachers guide pages In collaboration with ECD Advisor, support scriptwriting team as needed (refresher trainings, pedagogical advice) In collaboration with ECD Advisor, draft teacher training and community sensitization guides. STTA: ECD In collaboration with IAI Advisor, review Technical Advisor pre-test and post-test scripts and teachers guide pages In collaboration with IAI Advisor, support scriptwriting team as needed (refresher trainings, pedagogical advice) In collaboration with IAI Advisor, draft teacher training and community sensitization guides Studio technician Record, edit, and export pre-test and post-test programs. Actors and musicians Record pre-test and post-test programs. Record music for programs. Programmer Build final programs into the distribution format. Procurement and/or Obtain quotes and purchase from printers logistics officer for the teacher guide production. Obtain quotes and purchase from providers for SD cards and phones*. Obtain quotes and select distributor(s) for delivery of materials. Draft distribution plan. Training and monitoring Scriptwriters or Train teachers on IAI. training team Conduct community sensitization meetings. Monitor usage and technical implementation issues. IT officer Monitor technology to ensure functionality. * Depends on technology identified for distributing IAI content. Expanding Access to Early Childhood Development Using Interactive Audio Instruction 31 | ANNEX 3 | ECD IAI PROGRAM INPUTS AND OUTPUTS Input Phase Output (product) (materials; not including labor) Studio set-up* Computer Functional studio Audio production software (ie. Live, Protools), Mixing board High quality microphones External Hard Drive Soundproofing Production/Program High-functioning photocopier Pre and post test scripts and Development Printers (color and b&w) teachers guides Office supplies (paper, flipchart, highlighters) One computer for every scriptwriter External Hard Drive Costs of testing (snack for kids, per diem for teachers) Training and community Cost of scriptwriter and teacher Trained teachers and sensitized mobilization training venues, meals, transport for and supportive community Testing programs participants, and materials with students: letter recognition Cost of community mobilization and sensitization meeting venues, meals, task in DRC. and materials Distribution to Cost of printing teachers guides Final programs, training guides, communities/schools Cost of procuring IAI distribution and teachers guides technology (SD cards, phones, speakers, radios) Cost of shipping and distribution * Needed if no local studio is available or functional. 32 Expanding Access to Early Childhood Development Using Interactive Audio Instruction | ANNEX 4 | COST CATEGORIES AND ESTIMATES FOR ECD IAI PROGRAMMING Costs for IAI programs, especially when using explored the effect relative to cost (defined broadcast radio for multiple years, can be as the incremental effectiveness per unit significantly lower than comparable costs for incremental cost). The average effect per traditional teacher training and instruction (as dollar in cost was .91, as compared to .54 IAI is by design a dual-channel intervention for textbooks and .08 for traditional teacher that both trains teachers in good instructional training programs. practices and delivers high-quality instructional The programs included in Adkins’ analysis do content to children). Estimates have been date back to 1990 or earlier, and technological generated that are as low as pennies per child development since that time has both reduced per year, at a very large scale and using a the cost of program production and provided broadcast medium. However, cost per student alternatives to broadcast (such as mobile estimates can vary widely depending on the phones) that are increasingly cost-effective and elements considered in the analyses. Startup appealing as reusable educational resources. costs are a large initial investment, but recurring Nevertheless, his work highlights the potential costs once programs are operating at scale are relative benefit of an IAI intervention and usually very low. provides a useful organizational framework A particularly useful approach to understanding for considering cost categories for IAI real costs of IAI and projecting benefits over programming, as well as offering important time is provided by Adkins in the 1999 World points to consider when the goals of a program Bank Education and Technology Technical include financial and systemic sustainability. Notes volume Interactive Radio Instruction: Building on Adkins, managers deciding whether Impact, Sustainability, and Future Directions or not an ECD IAI program is appropriate for (p. 37-50). Adkins examined both the a particular context will need to consider the investment and the recurrent costs for small following when assessing potential scale and large scale IRI programs, and cost-effectiveness: Training in Zanzibar. Expanding Access to Early Childhood Development Using Interactive Audio Instruction 33 | ANNEX 4 COST CATEGORIES AND ESTIMATES FOR ECD IAI PROGRAMMING (continued) Investment costs (costs required at the Air time is usually the greatest and potentially beginning of an IAI program): the most volatile of these recurring costs. While | IAI programs have been negotiated to include • Scope and sequence, master plans, free broadcasting by government radio or and scripts community radio stations, long-term guarantees • Audio program production costs of these arrangements are challenging to maintain. Privatization of public radio stations, • Supporting print materials preparation costs increases in operating costs or changes in audiences that motivate stations to move from • Startup costs (including expert STTA; training subsidized to paid programming, or changes costs for IAI developers and users; and in ownership or management can significantly community sensitization work) alter the costs of broadcasting IAI programs. • Community preschool establishment costs When choosing a radio vector, ensuring that long-term funds or agreements for sustained Recurrent costs (to continue program broadcast are in place will be important. implementation over time): Costs for all elements of an IAI program will vary • Air time (when using a broadcast vector) by country, depending on the local economy, the availability of media production and distribution • Delivery equipment (radios, mobile phones options, the extent of challenges to distribution, and data cards, CD/Mp3 players, power the extent of community contributions, and the sources/chargers) ability to leverage economies of scale. It is • Equipment repair/batteries possible for programs to include cost recovery mechanisms, especially when using non- • Reproduction of print materials and/or digital broadcast means of delivery in group learning media environments where parents can be asked to pay a small fee to participate. However, IAI’s • Distribution of materials particular strength as a means of reaching the • Training and training supplies most isolated and challenged populations may make fee-supported services impractical in • Continuing program development and some contexts where even minimal charges are adaptation a burden on families. • Administrative expenses • Other fixed expenses • Other variable expenses 34 Expanding Access to Early Childhood Development Using Interactive Audio Instruction Responding to IAI teacher guidance: “Group your fingers to show me three!” in DRC. Using counting sticks in DRC. Expanding Access to Early Childhood Development Using Interactive Audio Instruction 35 | ANNEX 5 | COMMON PITFALLS IN ECD IAI PROGRAM DEVELOPMENT Challenge Description Proposed solution Government In order to obtain government When possible, request that counterpart personnel buy-in, government personnel Ministry personnel be assigned are not available are often requested to participate 100% to the program. If this is in the development process. not possible, utilize the Ministry In many cases, this does not in a capacity that will not slow work as expected because the down the process of program personnel are occupied with other development and implementation. commitments. This slows down the For example, establishing a Ministry delivery timeline. validation Committee requires little time of key ministry personnel but allows them to approve and provide input into program materials and approach. Procurement of Procurement in remote, fragile, Constant follow up of selected materials and or conflict-affected contexts is vendors is necessary to ensure technology is not up to especially difficult because printers, products are delivered in a timely quality standards distributors, and vendors are often fashion and at the expected quality. not reliable or quotes provided do Requesting multiple examples not reflect the quality of what of materials as they are printed is promised. along the way will help ensure the vendors live up to the standards of quality necessary. ECD is not a With an international focus on Ministry engagement from government priority ensuring universal primary school project initiation all the way to enrollment, Early Childhood implementation is indispensable. Education is often not common or Requesting that the Ministry set a priority for many governments. up a validation committee for all Where it is endorsed at the policy the technical documents and tools level, implementation efforts and you will produce and distribute will resources may still be far behind. ensure a degree of government engagement and investment in the programs. ECD is not familiar Early childhood education options Community sensitization is to parents (hesitation are not broadly available; existing essential to obtain parental about enrollment) options are didactic or focused on and community buy-in to an IAI religious education; exposure to program. This process should early education is not considered aim to support communities in important until school entry. the creation of their own localized centers so that they can feel like the ECD center belongs to the community. 36 Expanding Access to Early Childhood Development Using Interactive Audio Instruction | ANNEX 5 COMMON PITFALLS IN ECD IAI PROGRAM DEVELOPMENT (continued) Challenge Description Proposed solution | Parents don’t want Parents schooling as providing Part of the community sensitization their children to learn their children with access to a process has to address parents’ in national language world language that they perceive strongly held beliefs about or mother tongue as a language of “success”. They language learning and provide (hesitation about do not see the advantages of them with the necessary language of instruction). their children learning in a national information around the importance language or their mother tongue. of learning in a language you understand. Technology Technology is not fail-proof and Selecting distribution technology breaks down break downs are inevitable. This that can be found locally or will affect effective implementation easily repaired/maintained locally of the program. mitigates technology failures and long-term program disruptions. Conducting technology scans early on in the program will allow for the identification of a locally- available technology. ECD IAI counting and sorting activity in Zanzibar. Expanding Access to Early Childhood Development Using Interactive Audio Instruction 37 CASE STUDIES OF ECD IAI: | ANNEX 6 | HONDURAS, PARAGUAY, ZANZIBAR, NEPAL, MALAWI Juego y Aprendo: IAI-Based Alternative Preschool for Honduras Begun in 2004, Juego y Aprendo was Summative evaluation showed that children developed as an alternative system of participating in Juego y Aprendo IRI preschool education for Honduras. The program programming made notable progress from goals included: pre- to post-test, with a sound majority of respondents in “Developed” and “Advanced” • simultaneously achieving greater efficiency categories by school year end. For urban of student learning and a reduction of centers using IRI, this meant a 70 point student failure rates in primary education decrease in the percentage of children through the development and demonstration categorized as “Needs Attention” from pre- of a one-year, high-quality program which to post-test, the reduction in the number could be offered with significant recurrent of students categorized as “High Risk,” and costs savings; an increase in the percentage of students • increasing the percentage of children evaluated as “Developed” by 73 points. For enrolled in pre-school programs; rural IRI centers, this also meant the elimination of students categorized as “High Risk” from • reducing student repetition, particularly in the pre- to-post test, a reduction in the percentage first grade, by providing a strong preschool of students evaluated as “Needs Attention” foundation; and by 60 points, and an increase of children in the “Developed” category by 56 percentage • improving student performance in essential points. Additionally, by the time of post-test cognitive and social skills, including administration, 5% of rural IRI learners were early literacy. categorized as “Advanced.” Juego y Aprendo included 108 forty-five In both urban and rural settings, these shifts minute audio preschool kindergarten lessons. between categories were also seen in the The multi-channel learning system also established control schools, but the differences included print materials for students, a guide in year-end achievement between community for volunteer educator-led activities, posters, center intervention children and formal school games, parent support education materials, and children were not significant. These results on-the-job educator professional development demonstrated that following only 12 months of materials related to each lesson. The IRI intervention, the project’s alternative IRI centers- audio materials also included a brief educator -staffed with volunteer educators—had enabled development segment that was expanded their students to match student achievement upon in print materials. Consequently, the levels attained by the control group of multi-channel learning system addressed both formal pre-schools. student learning and educator development objectives. Juego y Aprendo established 53 In the seven years following the initial volunteer-staffed early childhood IRI centers intervention, Honduras expanded Juego Y in Honduras to deliver the IRI program to the Aprendo from the original 53 sites to over hardest-to-reach children. 3,000 locations, and the program has been successfully sustained. 38 Expanding Access to Early Childhood Development Using Interactive Audio Instruction | ANNEX 6 CASE STUDIES OF ECD IAI: HONDURAS, PARAGUAY, ZANZIBAR, NEPAL, MALAWI (continued) Paraguay: Tikichuela (Early Childhood IAI for Mathematics) | Tikichuela (Mathematics in My School) was indigenous context of Paraguay. Approximately the result of an ECD partnership between the 400 teachers were trained in the proper use and Japanese and Paraguayan governments, the implementation of the curriculum, and a national Organization of Ibero-American States (OEI), team was trained in interactive radio production and the Inter-American Development Bank to ensure the sustainability and continuity of the (IDB). The Program nurtured positive attitudes strategy. toward mathematics and developed a solid A rigorous evaluation assessed whether the foundation in basic math among children four new curriculum brought gains in math scores. to six years old. The program was a hybrid The program studied almost 3,000 students of the highly successful Juego y Aprendo, across 265 schools. 131 schools were randomly a radio-based program originally developed assigned to the Tikichuela program and the for Honduras, and the Big Math for Little remaining schools to the control group. After only Kids (BMLK) model, developed by Education five months, students in the pilot program saw, Development Center. on average, a 16-point increase in scores (almost Tikichuela was implemented as a pilot in the a fifth of a standard deviation) over those not Cordillera department of Paraguay. Baseline in the program. The achievement gap between tests showed that the average preschool child low- and average-performing students (those in Cordillera could name only two out of four in the bottom third) and high performers (in the geometric shapes and was unable to recognize top third) decreased by 7.5 percent. Peripheral four numerals. Baseline tests also revealed that schools, which typically enjoyed fewer resources preschool teachers felt unprepared to teach than those at the center of school networks, saw math: 94 percent stated that they had difficulties a significant improvement in scores—21 points structuring their math lessons and 90 percent higher, on average, than peripheral schools not that they were unable to teach all topics in the in the program. As a result, the mathematics preschool mathematics curriculum. Additionally, learning gap between the two groups of schools 40 percent of teachers reported giving math decreased by 44 percent. lessons three days or fewer per week, rather The program improved math scores for both than daily as stipulated in the curriculum. Guaraní- and Spanish-speaking students, with To bridge the knowledge and pedagogical gaps bilingual children showing the most improvement. of teachers, Tikichuela’s interactive program Preschoolers placed in multigrade classrooms, used audio CDs to teach standardized lessons, or those in classes with children of various ages decreasing the burden on teachers and helping and skill levels, experienced the same level of them complete the preschool math curriculum. improvement in their math scores as preschool The lessons were delivered in both Spanish and children in more homogenous classrooms, Guaraní because many of the children were showing effectiveness in rural, low-resource, bilingual or speak a mix of the two languages. multigrade contexts. Preschoolers who had Teachers received training and in-class tutoring teachers who lacked specific training in early in the interactive audio methodology. education saw a greater improvement in scores than children whose teachers specialized in The project developed a 108-lesson curriculum preschool education, showing the IRI programs’ and an IAI-based pedagogic model for early potential to close the experience gap between numeracy that conformed to the bilingual highly trained teachers and less trained teachers. Expanding Access to Early Childhood Development Using Interactive Audio Instruction 39 | ANNEX 6 CASE STUDIES OF ECD IAI: HONDURAS, PARAGUAY, ZANZIBAR, NEPAL, MALAWI (continued) Zanzibar: Radio Instruction to Strengthen Education (RISE) and Zanzibar Teacher Upgrading by Radio (ZTUR): A Complementary IAI for Early Childhood Package | The Radio Instruction to Strengthen Education Early primary classroom teachers also used IRI to (RISE) project was established in Zanzibar in reinforce government curriculum competencies 2006 to develop and pilot several models of and enrich learning environments for an additional early childhood education service delivery for 240 teachers. Over the life of the RISE project, children in the most underserved areas. Working the program served over 35,000 children. Both a collaboratively with Zanzibar’s MoEVT, RISE baseline and outcome tests were administered to helped build on and expand Zanzibar’s existing treatment and control group samples of Standard early childhood education infrastructure through One-level students to assess learning gains as its Interactive Radio Instruction (IRI) activities. a result of RISE’s IRI activities. Results showed RISE also focused on building the capacity that RISE’s IRI beneficiaries outperformed control of Ministry and district teams to manage and students by about 10%, overall. sustain the RISE activities after project closure. The Zanzibar Teacher Upgrading by Radio RISE produced and distributed Interactive Radio (ZTUR) project (October 2009-March 201 1) Instruction (IRI) programs, Interactive Video also continued to ensure sustainability of Instruction (IVI) programs, guides, classroom RISE activities. ZTUR developed an in-service kits and song and story books. In addition, certification program for preschool teachers (the RISE distributed user friendly and sustainable Early Childhood Certification Program (ECCP)) equipment (solar radios, MP3s and MP4s) for and the Chezesha Ufundishe teacher training audio and video training and in-class support, IRI series. ZTUR also revised the RISE IRI TuTu and trained local staff in their care, use and Using bottlecaps preschool series to accommodate the new two- operation. RISE conducted trainings for for ECD IAI year preschool curriculum, add lifeskills segments, education mentors, teachers, head teachers, counting activity and re-record lessons with children’s voices. school management committees, teacher center in Zanzibar. staff, district officials, and district coordinators. Both projects were successfully institutionalized It also built the capacity of MoEVT employees and sustained: 179 of the original centers in the design, development and production still operate and an additional 52 centers are of IRI and IVI programming, printed materials in development. The majority of the mentors and training programs. RISE built capacity of trained under the RISE project are still teaching communities, districts and national institutions at the centers, receiving a government-funded for the establishment and maintenance of 180 stipend. The ECCP program has served 30 Tucheze Tujifunze (TuTu) centers in two districts trainers and 350 teachers from 10 districts in Zanzibar. The learning centers afforded will move through the 2-year program in 2015- access to early education for children who would 17. The Voice of Tanzania, Radio Zanzibar, still otherwise would likely have waited until about broadcasts Tucheze Tujifunze programs and the age 9 to enter school. In addition, RISE reached Ministry staff trained to develop the programs 246 formal school classrooms in Zanzibar. have expanded into a full-fledged division The program trained 372 TuTu Center mentors (the eLearning division) with responsibility for (previously untrained teachers who led quality continued production of media series, as well as lessons with the support of 276 locally produced for training and monitoring of the use of ICT in IRI programs and educational play materials). MoEVT programs and divisions across Zanzibar. 40 Expanding Access to Early Childhood Development Using Interactive Audio Instruction | ANNEX 6 CASE STUDIES OF ECD IAI: HONDURAS, PARAGUAY, ZANZIBAR, NEPAL, MALAWI (continued) Nepal: Interactive Radio Instruction for Early Childhood Education | Bhanjyang Chautari began in two areas of materials and a brief orientation on ECD and Eastern and Western Nepal in 1996/97, and IRI. Control sites did not receive IRI/ECD was expanded to national broadcast in 1998. programmes or an orientation to IRI. Key production and implementing partners included Radio Nepal and participants from The majority of caregiver respondents found Ministry of Education agencies including the programs to be engaging, easy to use, the Basic and Primary Education Project, and useful in promoting children’s learning the Distance Education Centre, and the and school readiness behavior. Most said that Centre for Curriculum Development. The they had no trouble tuning into the programs Woman’s Development Division, the Ministry during the regular broadcast times, which fell of Local Development and several NGOs also in the morning, although some cited ignorance participated. of broadcast times and dates or late arrival of children at the childcare groups as preventing The project had three main objectives: them from listening to the morning broadcast. • To develop and promote active learning Control and experimental groups in both opportunities for children aged three to five Western and Eastern pilot sites had similar using IRI/ECD; scores on the pretest, whereas a comparison of post-test scores revealed dramatic • To provide opportunities for adult caregivers improvements in the experimental sites on all in childcare groups to learn about early three sections of the summative evaluation test childhood development; (group dynamics, caregiver to child interactions, • To build national capacity in the production and caregiver skills). Based on the results of the and implementation of IRI/ECD programs post-test, IRI/ECD succeeded in effecting the for the promotion of early childhood desired behavior changes in the adult caregivers development. in those categories thought to contribute to quality interaction between children and adults, The project trained an IRI technical team at and to promote a high quality ECD environment. Radio Nepal, and developed 20 IRI/ECD episodes that were produced and broadcast by Radio Nepal and Ministry technical teams Radio Nepal, along with teaching and learning developed and demonstrated their capacity support materials. These programs were piloted to write, record, evaluate and broadcast high in 36 childcare groups located in Sunsari and quality IRI/ECD programmes, and committed Jhapa Districts, and in another 26 childcare to a 5-year program of weekly broadcasts groups throughout Kaski and Tanahu Districts. beginning in 1998. An external evaluation in Six childcare groups, three in each region, 2000 found that the programs enjoyed good were chosen to participate as control sites to penetration and awareness, and follow on compare with twenty experimental sites (ten expansion of IAI for use in teacher training, in each region). Participating childcare group mathematics, and English were developed. facilitators received 20 IRI/ECD episodes on audio cassette tapes along with support Expanding Access to Early Childhood Development Using Interactive Audio Instruction 41 | ANNEX 6 CASE STUDIES OF ECD IAI: HONDURAS, PARAGUAY, ZANZIBAR, NEPAL, MALAWI (continued) Malawi: Tiyende!: Interactive Radio Instruction in Community-Based Childcare Centers | In 2008, Tiyende developed a series of 61 • Demonstrate that IRI can expand access IAI lessons for use in Malawi’s Community to quality early childhood programs Based Childcare Centers (CBCCs) – centers affordably; and where local adults feed and care for children • Improve children’s opportunities for success in the surrounding community. The project’s in primary school. goal was to contribute to changing the centers from spaces of guardianship to ones Evaluation data showed that those caregivers of learning, social engagement and pre- who received IAI lessons in their centers scored academic stimulation. To achieve that goal, the higher on measures of positive interaction IAI programs were developed as foundation with children than their control peers. The IAI lessons to introduce and build pre-literacy lessons helped caregivers acquire skills that and pre-numeracy skills that link to material improved their interaction with their students that is expected to be taught in Standard and their delivery of lessons. Across treatment One (primary grade 1). The lessons were built groups, the IAI lessons also added value to upon Malawi’s National Syllabus for Early the time children spent with caregivers. The Childhood Development. By building on the content covered in IAI lessons, coupled with existing syllabus and working with existing caregivers’ improved skills for lesson delivery, CBCCs, it was possible to implant a package showed a clear effect on the learning outcomes of material that could be easily adopted and of children enrolled in the treatment schools. replicated. The project also developed training Three, four and five year old children enrolled in IAI lesson materials, including a Training of Trainers the treatment CBCCs understood and acquired in Malawi. . manual to duplicate and continue training skills and concepts identified as important in the beyond the boundaries of the project timeline, National Syllabus at a much higher level than and preparatory audio lessons that introduced their peers in control CBCCs. caregivers to the sounds and prompts of the Tiyende expected to increase caregivers’ programs. Support materials including durable capacity to provide sound early childhood and long lasting posters, letter cards, number programs that develop psycho-social skills cards and banners were created and locally (social, motor skills) as well as introduce produced to support and enhance the audio children to pre-school skills important in a 3-5 programs. Local CBCC support staff were year olds’ transition into primary school. Not trained to continuously monitor and provide only did care-givers improve markedly in their feedback to center members. instruction, but learners gained substantial Tiyende was intended to: knowledge and skills, far outperforming learners in centers without IAI. With the knowledge, skills • Provide a foundation of meaningful child- and understanding acquired through Tiyende, caregiver interactions through games, songs five-year-old learners in treatment centers were and other activities; much more prepared and ready for primary • Equip caregivers with practical skills and education than their peers in control CBCCs. content knowledge that in large part relies on listening, responding, doing and repeating; 42 Expanding Access to Early Childhood Development Using Interactive Audio Instruction | ANNEX 7 | ECD IAI SCRIPT: MALAWI TIYENDE! EPISODE 1 Tiyende! Programme 1 For Preschool Week 1 © Education Development Center, 2009. All rights reserved. Total script timing: 29 49’ Page Seg. # Segment Name Length All kids Characters involved? 2-3 1 Opening 6 41 Yes Mrs Phiri, Chifundo and Zione 4-5 2 Introduction 3 36 Yes Mrs Phiri, Timba, Chifundo and Zione, Gogo Nasiketi 6-8 3 Sera Says Game 4 04 Yes Mrs Phiri, Chifundo and Zione 9-12 4 Story 4 32 Yes Mrs Phiri, Chifundo , Timba and Zione, Gogo Nasiketi 13-14 5 Up and down Game 2 51 Yes Mrs Phiri,Chifundo and Zione 15-16 6 Body part song 2 02 Yes Mrs Phiri,Chifundo and Zione 17-18 7 Evaluation 3 16 Mrs Phiri 19 8 Key Message 2 41 Yes Mrs Phiri,Chifundo and Closing and Zione Sound effects:  Songs  Background music Opening song Bridge music Standing up song Magic bells Sitting down song Clapping Sound Circle song Ambulance Siren Body part song End of story Story time song Birds Chirping Goodbye song Gogo’s Cue Expanding Access to Early Childhood Development Using Interactive Audio Instruction 43 Tiyende! Programme 1 | ANNEX 7 For Preschool Week 1 © Education Development Center, 2009. All rights reserved. Segment # 1 OBJECTIVE To present the program and objectives to the caregiver and children. 1. FX* STANDARD SIGNATURE TUNE 38” 2. MRS PHIRI (ENTHUSIASTICALLY) Welcome to Tiyende Program... Get ready | to play with our radio friends under the Kachere tree!!.. This is the first program for pre-school children...... I am Mrs Joyful Phiri, your radio teacher. Children, I am so happy to be your radio teacher. 3. FX MAGICAL BELLS 02” 4. MRS PHIRI (CALMLY) Caregiver, in these programs we will be speaking to each other, so please you must always answer when I greet you ...Lets try it. Good Morning Caregiver? 5. PCCR** 03” 6. MRS PHIRI Okay, I will now greet the children, so please encourage them to answer...........Good morning children. 7 PCCR 05” 8 MRS PHIRI Well, I hope the children answered to my greeting....Caregiver, before we begin I want to introduce you and the children to some sound effects that you will hear in our programmes. Listen...... 9 FX SOFT BACKGROUND MUSIC 05” 10. MRS PHIRI (EXCITEDLY)Ah ha... That was the music that will be played while you do an activity that needs more time. OK, let’s practice. Next time when you hear the sound, I want you, caregiver, to greet individual children by shaking hands. You have twenty seconds. 11. FX SOFT BACKGROUND MUSIC 20” 12. MRS PHIRI (LAUGHING) Caregiver, I hope you managed to greet many children! Caregiver and children...listen again... 13. FX PRERECORDED STAND UP SONG 21” 14. MRS PHIRI Caregiver and children, the song you just heard, is for standing up Let’s do what the song says… 15. FX STAND UP SONG 21” 16. MRS PHIRI (HAPPILY) Well done everyone! I hope we are all having fun….Now get ready for another song…please listen…. 17. FX OPENING THEME SONG 28” 18. MRS PHIRI Caregiver and children, that was our opening song...Lets try to sing our opening song together… 19. FX OPENING THEME SONG 28” 20. MRS PHIRI (ENCOURAGINGLY) Ahhh... Nice try Caregiver and children! Let’s listen to another song now… 21. FX PRE-RECORDED CIRCLE SONG 20” 22. MRS PHIRI Caregiver and children, the song you just heard is for making a circle... Let try to sing our circle song and form a biiig! circle now. 23. FX PRE-RECORDED CIRCLE SONG 20” x2 24. MRS PHIRI (CHEEREFULLY)Are you in a circle? (pause) Thank you, Caregiver and children. Now, listen carefully once again… 25. FX SITTING DOWN SONG 16” * Sound effects **. Pause for caregiver and child response 44 Expanding Access to Early Childhood Development Using Interactive Audio Instruction | ANNEX 7 26. MRS PHIRI Caregiver and children lets sing and do what the song says, while still in our circle… 27. FX SITTING DOWN SONG 16” 28. MRS PHIRI Gooood Job! Caregiver and children.... clap for yourselves! 29. FX SOUND OF CLAPPING 05’’ | 30. MRS PHIRI Caregiver, today the children will identify body parts, play with “up and down,” and meet some very special radio friends who like to play and learn under the Kachere Tree. Let’s begin! Segment # 2 Development Area: Format: Social and Emotional Question and Answers OBJECTIVE: Children will learn to introduce themselves. Caregiver will model an activity by introducing herself. 1. FX BRIDGE MUSIC 05” 2 MRS PHIRI (SLOWLY) Caregiver and children, please meet two special friends who will be joining us everyday... Chifundo and Zione, please say hello to the children, tell them your names, how old you are...and what you like doing. 3. CHIFUNDO (EXCITEDLY) Hello Everyone! 4. PCCR 03” 5. CHIFUNDO (ENTHUSIASTICALLY) My name is Chifundo, I am a boy and I am five years old. I like playing, and listening to stories from my grandmother Nasiketi. 6. ZIONE (HAPPILY) My name is Zione, I am a girl and I am also five years old. I like playing with kites...Hello everyone! 7. PCCR 03” 8. MRS PHIRI (ENCOURAGINGLY) Thank you Chifundo and Zione. It was nice to meet you. Cargiver, children, this is another friend… (AS IF TELLING A SECRET) He is a bird….. 9. FX BIRD CHIRPING 02’’ 10. TIMBA (ENTHUSIASTICALLY IN A BIRD’S VOICE) Hello Everyone!! 11. PCCR 03” 12. TIMBA My name is Timba, I live in the Kachere tree. I like singing, and eating seeds, nuts and fruits... 13. FX GOGO’S CUE...03’ (WALKING STICK AND HUMMING A TUNE) 14. CHIFUNDO (HAPPILY) EH!! Gogo Nasiketi is also coming… 15. NASIKETI (CALMLY) I am Gogo Nasiketi. I like telling stories under the Kachere tree and listening to soccer, especially the Flames on the radio... Hello everyone? 16. PCCR 03” 17. MRS PHIRI (SLOWLY) Children, I hope you enjoyed meeting the friends who will be joining us in every program. I know children would love to know you Caregiver, so Caregiver, tell the children your name by starting with “My name is…”then mention your name… Expanding Access to Early Childhood Development Using Interactive Audio Instruction 45 | ANNEX 7 18. PCR 05” 19. MRS PHIRI Now caregiver, tell one child to stand up 20. PCR 05” 21. MRS PHIRI (CHEEREFULLY) Caregiver, tell the child who is standing your name by saying: “My name is ....” and then your name. | 22. PCCR 03” 23. MRS PHIRI (CHEEREFULLY) Now, caregiver, ask the child who is standing his or her name. The child should reply by saying: “My name is…”then mentioning the name… 24. PCR 05” 25. MRS PHIRI Thank you caregiver! Ask the child to sit down. 26. PCR 03” 27. MRS PHIRI Caregiver, now ask as many children as possible their names. They should respond by starting with…”My name is….” 28. PCCR SOFT BACKGROUND MUSIC 20” 29. MRS PHIRI (HAPPILY) Caregiver, make sure you practice introductions with the children during the week. This will help you and the children know each other. Children, clap for yourselves…. 30. FX SOUND OF CLAPPING 05’’ Segment # 3 Development Area: Social, Format: Game Cognitive, and Language OBJECTIVE Children will identify body parts by touching their head, shoulder, arms, legs and toes during a game. Caregiver will explain a game to the children. 1. FX BRIDGE MUSIC 05’’ 2. MRS PHIRI Caregiver and children...Its now time for a game!! 3. ZIONE (EXCITEDLY)Yes!!! I love to play games... 4. MRS PHIRI (LAUGHING) Alright, Zione..., Caregiver and children, its time for a game under the kachere tree. Lets all…. 5. FX STAND UP SONG 21” 6. MRS PHIRI Caregiver tell the children that we are going to play “Sera Says” 7. PCR 03” 8. MRS PHIRI Caregiver, explain to the children that If I say,(changing tone) “Sera says” …they should do what I say….so if I say “Sera says touch your head,” they should touch their head. 9. PCR 05” 10. MRS PHIRI But if I don’t start by saying “Sera says” ...they should NOT do ANYTHING..... so, if I say “touch your head,” they should not touch their head…If they do, they should sit down because they are out of the game. Explain this to the children. 11. PCR 05” 46 Expanding Access to Early Childhood Development Using Interactive Audio Instruction | ANNEX 7 12. MRS PHIRI Thank you Caregiver…Now let’s begin...Sera says “touch your… head!” 13. PCCR MAGICAL BELLS 03” 14. ZIONE (EXCITEDLY)...I am touching my head!! 15. MRS PHIRI (ENCOURAGINGLY) Good Zione! I hope everyone is touching | their head because I said “Sera Says”. ….Sera says..... touch your shoulders!! 16. PCCR MAGICAL BELLS 03” 17. CHIFUNDO (CHEERFULLY) I am touching my shoulders, Mrs. Phiri! 18. MRS PHIRI (ENCOURAGINGLY) Well done Chifundo...Caregiver and children…Sera says...... touch your arms!! 19. PCCR MAGICAL BELLS 03” 20. MRS PHIRI Now touch your legs! 21. FX MAGICAL BELLS 03” 22. ZIONE (EXCITEDLY) I am touching my legs! 23. MRS PHIRI (WITH SYMPATHY) No! No! Zione, you are out of the game. Sit down. Caregiver and children, if you are also touching your legs, it means you are out of the game, you should sit down…but those who are still in the game…let’s continue to play... 24. ZIONE But why am I out Mrs Phiri? 25. MRS PHIRI I did not say “Sera says” 26. ZIONE (UNHAPPILY) Ah! I’m out of the game because Mrs Phiri did not start by saying “Sera says” 27. MRS. PHIRI Certainly Zione! Now let’s continue our game...Sera says..... touch your…TOES! 28. PCCR MAGICAL BELLS 03” 29. MRS PHIRI (RAPIDLY) Sera says, touch your… LEGS! 30. PCCR MAGICAL BELLS 03” 31. MRS PHIRI (RAPIDLY) Touch your TOES… 32. PCCR MAGICAL BELLS 03” 33. MRS PHIRI (LAUGHS) Caregiver, ask those who are touching their toes to sit down… They are out of the game (PAUSE)…..Now touch your head. 34. PCCR MAGICAL BELLS 03” 35. CHIFUNDO (EXCITEDLY) I am touching my head! 36. ZIONE (WITH SYMPATHY) Sorry Chifundo! You are also out of the game... sit down because Mrs Phiri did not say “Sera says” 37. MRS PHIRI That’s right Zione, Chifundo is also out of the game. Caregiver and children if you are also touching your head...you are also out of the game…you should sit down. 38. CHIFUNDO (SADLY) Oh...I am out of the game! 39. MRS PHIRI (ENCOURAGINGLY) Its ok Chifundo...you will do better next time… That’s the end of our game… Caregiver, this game helps children with listening skills. It also helps them to identify body parts...Thank you Caregiver and children for participating. And now…. 40. FX SIT DOWN SONG 16” Expanding Access to Early Childhood Development Using Interactive Audio Instruction 47 | ANNEX 7 Segment # 4 Development Area: Format: Story Language and Moral OBJECTIVE Children will identify body parts during a story (head, shoulders, arms, elbows, knees, legs, and toes). Caregiver will ask one comprehension question and encourage children to listen to the story. | 1. FX STORY TELLING SONG 05” 2. FX GOGO’S CUE...03’ (WALKING STICK AND HUMMING A TUNE) 3. ZIONE (LOW VOICE) shhh... Gogo Nasiketi is coming! 4. CHIFUNDO (HAPPILY) Its Story Time!…I love listening to stories from my grandmother Nasiketi under the Kachere tree! 5. MRSPHIRI Caregiver and children….its time for us to listen to a story here, under the kachere tree! 6. TIMBA (CHIRPING) Ahh Gogo Nasiketi, have you brought me some seeds today? 7. NASIKETI (LAUGHING) Yes I have, Timba…here you are…Hello Everyone 8. PCCR 05” 9. CHIFUNDO (EXCITEDLY)...Granny, tell us a story! 10. NASIKETI (WONDERING TO HERSELF WHAT STORY TO TELL) Ummm... what story should I tell you today?..ummmh, Oh! ok I remember…I will tell you a story… I hope Timba, Zione, Mrs Phiri, Caregiver and children will all like it. 11. MRS PHIRI Caregiver, ask the children to listen carefully to the story. 12. PCR 05” 13. NASIKETI (WARMLY) Once upon a time… 14. ZIWONE/ [In Chichewa they respond]....we are together... CHIFUNDO 15. NASIKETI There was a doll called Ulemu...it had loooong black hair and biiiiig bright eyes. 16. FX MAGICAL BELLS 02” 17. NASIKETI (STRESSING) One day, Ulemu the doll, went to visit the doctor. 18. FX AMBULANCE SIRENS 03”FOLLOWED BY HOSPITAL EFFECTS 03’’ 19. NASIKETI The doctor touched the doll’s shoulders and said: “Ulemu do your shoulders hurt?” Ulemu, answered (imitating a childlike voice) ‘no… no...no!!’. 20. MRS PHIRI Boys and girls touch your shoulders now... 21. PCCR MAGIC BELLS 03” 22. NASIKETI (FIRM VOICE)The doctor was still worried so he touched the dolls elbows and said: “Ulemu, do your elbows hurt?” Ulemu answered (imitating a childlike voice) ‘no…no…no!!’ 23. MRS PHIRI Caregiver and children touch your elbows now... 24. PCCR MAGICAL BELLS 03” 25. NASIKETI Ulemu then touched her knees and the doctor asked: ‘Ulemu, do your knees hurt?’ Ulemu answered: (imitating a childlike voice) ‘no… no…no!!’ 26. MRS PHIRI Boys and girls touch your knees now... 48 Expanding Access to Early Childhood Development Using Interactive Audio Instruction | ANNEX 7 27. PCCR MAGIC BELLS 03” 28. NASIKETI (GRANNY SIGHS& COUGHS) Then the doctor touched Ulemu’s toes and the doctor asked her again...‘Ulemu, do your toes hurt?’ Ulemu answered (imitating a childlike voice): ‘no…no…no!!’. 29. MRS PHIRI Caregiver and children, touch your toes...Now! | 30. PCCR MAGIC BELLS 03” 31. NASIKETI In the end, the doctor looked at Ulemu and said (pause 03”)... ‘Ulemu, nothing hurts you because you are a DOLL!!! 32. FX MAGICAL BELLS 03’ 33. NASIKETI Ulemu was very happy and said... (imitating a childlike voice) “Nothing hurts me, I am so happy”!!! And from that day, no dolls need to go to the doctor... because dolls never feel pain!.... And that’s the end of today’s story... 34. FX CUE FOR END OF STORY 03’ 35. ZIONE (TENDERLY)...Ohhhh Gogo Nasiketi, you have told us a nice story!!!I’m so glad nothing was wrong with Ulemu. 36. NASIKETI I am glad you liked it (HURRIEDLY) I have to rush and draw water now, so I can still catch the Flames game on radio before it starts..... Goodbye Everyone... 37. PCCR 02” 38. MRS PHIRI Caregiver, now ask the children: “What body parts did the doctor touch on Ulemu?” 39. PCCR 08” 40. CHIFUNDO The doctor touched Ulemu’s shoulders, knees and toes!! 41. MRS PHIRI That’s right Chifundo….Thank you Caregiver for listening to the story...The story helped the children identify body parts... Caregiver, tell the children to clap for themselves for paying attention. 42. FX CLAPPING SOUNDS 05” Segment # 5 Development Area: Format : Physical activity Physical and Motor Objective Children will differentiate between “up and down” by moving hands up/down and standing up/sitting down. Caregiver will participate with the children during the game. 1. FX BRIDGE MUSIC 05” 2. ZIONE (HAPPILY) Mrs Phiri….Lets stay under the Kachere tree and play another good game!!! 3. MRS PHIRI (LAUGHS) Zione, I know you like to play...so together with Caregiver and children…, Lets… 4. FX STAND UP SONG 21” 5. CHIFUNDO Mrs Phiri, what game are we going to play? 6. MRS PHIRI Well, we are going to play the “Up and Down” game… Caregiver and children do what I tell you....Caregiver and children raise your hands up….. 7. FX MAGIC BELLS 02” 8. MRS PHIRI Caregiver and children put your hands down. Expanding Access to Early Childhood Development Using Interactive Audio Instruction 49 | ANNEX 7 9. PCCR MAGICAL BELLS 02” 10. MRS PHIRI Caregiver and children, hands up! 11. PCCR MAGICAL BELLS 02” 12. MRS PHIRI Cargiver and children, hands down! 13. PCCR MAGICAL BELLS 02” | 14. MRS PHIRI (HAPPILY) Caregiver and children Stand up! 15. FX MAGICAL BELLS 05” 16. MRS PHIRI Caregiver and children, Sit down! 17. FX MAGICAL BELLS 05” 18. MRS PHIRI Well done...Now girls...and ONLY girls stand up! 19. FX MAGICAL BELLS 05” 20. CHIFUNDO I am standing up! 21. ZIONE (GIGGLES) Chifundo, do not stand up; Mrs Phiri said only girls. 22. MRS PHIRI (LAUGHING) You are right Zione, only girls stand up, all the boys sit down..... Now girls sit down. 23. FX MAGICAL BELLS 05” 24. MRS PHIRI Boys and only boys stand up. 25. FX MAGICAL BELLS 05” 26. MRS PHIRI Now boys, sit down. 27. FX MAGICAL BELLS 05” 28. ZIONE (HAPPILY) I’m happy playing the up and down game... 29. MRS PHIRI I hope you all had fun playing the game too...it is a fun game. 30. FX MAGICAL BELLS 02’’ 31. MRS PHIRI Caregiver, play this game with the children after the program or during the week. This game helps children to differentiate between up and down... as well as strengthening their bodies. But before we sit down, lets do other fun things. Segment # 6 Development Area: Physical, Format: Song Motor, and Cognitive OBJECTIVE Children will differentiate up and down and identify body parts during a song Caregiver will sing with the children. 1. FX BRIDGE MUSIC 05” 2. TIMBA Mrs Phiri, are we not going to sing a song?... (SINGING) I really love to sing. 3. MRS PHIRI Alright Timba...lets sing a song about our body parts…Caregiver and children, listen... 4. FX THE BODY PART SONG 36” 5. CHIFUNDO (ENTHUSIASTICALLY) Oh! I know this song!!! I sing it with Timba when we play 6. MRS PHIRI (ENCOURAGING)...Good Chifundo... (SLOWLY) Caregiver and children, now listen again and do the actions by touching the body parts mentioned in the song. 50 Expanding Access to Early Childhood Development Using Interactive Audio Instruction | ANNEX 7 7. PCCR (THE BODY PART SONG) 36” 8. MRS PHIRI Caregiver and children, now try to sing along and do the actions… 9. PCCR THE BODT PART SONG 10 ZIONE (ENTHUSASTICALLY)That was fun!! 11. MRS PHIRI That’s right Zione, I hope the children had fun too! ....Caregiver, thank | you for singing along with Timba and the children....the song helps children identify body parts.... Caregiver, tell the children to clap hands for themselves for doing well and singing along. 12. FX CLAPPING SOUND 05” 13. MRS PHIRI Now we can all…. 14. FX SIT DOWN SONG 16” Segment # 7 Development Area: Social, Format: Question and Answer Language OBJECTIVE Children will mention what activity they liked the most and what activity they would like to do again. Caregiver will learn to evaluate the activities of the day by asking the children: “What activities did you like most?” and “What activities would you like to do again?” 1. FX BRIDGE MUSIC 05” 2. MRS PHIRI Caregiver, ask the children to make a little room for one another, so that they have enough space when stretching... 3. PCCR SOFT BGM 10” 4. MRS PHIRI Now let’s stretch....Caregiver and children, stretch your arms... (Encouragingly) ...Streeeeeetch!!!!...come on all of you… Streeetch!!!!... 5. PCCR MAGICAL BELLS 03” 6. MRS PHIRI (LAUGHING) Stretch your legs by making your legs straight and pointing your toes....slowly.... slowly... Now bend your knees and flex your foot. 7. PCCR MAGICAL BELLS 03” 8. MRS PHIRI Now everyone stop stretching ... 9. CHIFUNDO Mrs Phiri, we are ready to do other fun things!!! 10. MRS PHIRI Alright Chifundo...It’s now time to remind each other what we have done today…Caregiver, tell the children that we have played games, danced, listened to a story and sang. 11. FX BGM 08” 12. ZIONE (JOYFULLY) Mrs Phiri, today we have played ‘Sera Says ” and the “up and down” games…a.. 13. CHIFUNDO (CUTTING) and we sang the “Body Part Song” and listened to a story about Ulemu the doll!! 14. MRS PHIRI (CHEEREFULLY) You are all right...Caregiver, now ask the children what they liked the most out of all the things we have done today. You have 40 seconds Expanding Access to Early Childhood Development Using Interactive Audio Instruction 51 | ANNEX 7 15. PCCR BGM 30” 16. ZIONE Mrs Phiri, I liked the “Sera Says” game the most 17. MRS PHIRI Alright Zione...that is another good game…but Zione, why did you like the Sera says game?? 18. ZIONE (HAPPILY) Because it makes us know about our body parts!!! | 19. MRS PHIRI Well done Zione!!! 20. CHIFUNDO (CUTTING IN ENTHUSIASTICALLY) But I would like to sing the body part song again!!! 21. MRS PHIRI (LAUGHS) Alright Chifundo, we will sing it again some other time... Caregiver, ask the children what they would like to do again …you have 30 seconds 22. PCCR BGM 20” 23. MRS PHIRI Well I hope children have mentioned what they would like to do again…Well done, Caregiver and children......Thank you very much for your participation. Segment # 8 Format: Key message and Closing Objective To close the programme 1. FX BRIDGE MUSIC 05” 2. MRS PHIRI (HAPPILY)...Caregiver, continue playing the games and doing the activities we have done today during the week...These activities help children learn and develop. 3. FX MAGIC BELLS 02” 4. MRS PHIRI (SLOWLY) Caregiver, thank you very much for helping and taking part together with the children. 5. FX BRIDGE MUSIC 02” 6. MRS PHIRI (CHEEREFULLY) Well…well...well!! Caregiver and children, we have now come to the end of today’s program....but to finish well, let’s all…. 7. FX STAND UP SONG 21’’ 8. MRS PHIRI Let’s all now listen to a song we will be singing at the end of each programme. 9. FX GOODBYE SONG 41” 10. MRS PHIRI Caregiver and children, lets now sing together our goodbye song 11. FX GOODBYE SONG 41” 12. Thank you, Caregiver and children, I hope you sang well and you will be with us again next time so we can have more fun together… Chifundo, Zione and Timba, say goodbye to your friends.. 13. CHIF/ZION (TOGETHER) Goodbye everyone!!!! 14. PCCR 05’ 15. MRS PHIRI Goodbye Caregiver and children!!! 16. PCCR 02” 17. FX STANDARD CLOSING SONG 41” 52 Expanding Access to Early Childhood Development Using Interactive Audio Instruction | RECOMMENDED REFERENCES | Adkins, Douglas. 1999. “Cost and Finance.” In and Technology Technical Notes Series 4 (1). Alan Dock and John Helwig, eds., “Interactive World Bank, Washington, D.C. Radio Instruction: Impact, Sustainability, and Ho, Jennifer, and Hetal Thukral. 2009. “Tuned Future Directions.” Education and Technology in to Student Success: Assessing the Impact Technical Notes Series 4 (1). World Bank, of Interactive Radio Instruction for the Hardest Washington, D.C. to Reach.” Education Development Center, Washington, DC. Anzalone, Stephen, and Andrea Bosch. 2005. “Improving Educational Quality Through Ministry of Education and Vocational Training, Interactive Radio Instruction.” World Bank, Zanzibar, and RISE. 2009. “Radio Instruction Washington, DC. to Strengthen Education in Zanzibar: Learning Gains Assessment.” Education Development Bates, Jeffrey. 1998. “An Impact Evaluation of Center, Washington, DC. Interactive Radio Instruction for Early Childhood Development in Nepal: Bhanyang Chouthari.” Murphy, Paud, Stephen Anzalone, Andrea United Nations Children’s Fund, New York. Bosch, and Jeanne Moulton. 2002. “Enhancing Learning Opportunities in Africa: Distance Bosch, Andrea. 1997. “Interactive Radio Education and Information and Communication Instruction: Twenty-three Years of Improving Technologies for Learning.” World Bank, Educational Quality.” Education and Technology Washington, D.C. Technical Notes Series 2 (1). World Bank, Washington, D.C. Naslund-Hadley, Emma, Juan Manuel Hernández-Agramonte, Ernesto Martínez, Bosch, Andrea, and Jessica Miranda. 2001. and Caitlin Ludlow. 2012. “The Making of “Formative Evaluation for Interactive Radio Little Mathematicians: Fostering Early Math Instruction: A Designer’s Handbook.” Education Understanding in Paraguay.” IADB: Washington, Development Center, Washington, D.C. DC. De Fossard, Esta, Andrea Bosch, and others. Sanchez, Yvette, and Judith Evans. 2005. “Dot- 1995. “Interactive Radio Instruction: What It EDU Honduras Interactive Radio Instruction for Is, How It Works, and What Is Needed to Get Kindergarten Project, Summative Evaluation.” It on the Air.” LearnTech Project. Education Education Development Center, Washington Development Center and U.S. Agency for DC. International Development, Washington, D.C. Save the Children, Malawi and Education Dock, Alan. 1999. “Success and Sustainability.” Development Center. 2012. “Tiyende Caregiver In Alan Dock and John Helwig, eds., “Interactive Assessment.” Authors, Washington, DC. Radio Instruction: Impact, Sustainability, and Future Directions.” Education and Technology Save the Children, Malawi and Education Technical Notes Series 4 (1). World Bank, Development Center. 2012. “Tiyende Learning Washington, D.C. Assessment.” Authors, Washington, DC. Dock, Alan, and John Helwig, eds., 1999. Technology Tools for Teaching and Training, dot- “Interactive Radio Instruction: Impact, EDU. 2011. “T4 India Final Report.” Education Sustainability, and Future Directions.” Education Development Center, Washington, DC. Expanding Access to Early Childhood Development Using Interactive Audio Instruction 53 Enrollment in early childhood education is just 18% across Africa, with disproportionately FOR MORE INFORMATION CONTACT: AMANDA DEVERCELLI EARLYLEARNINGPARTNERSHIP@WORLDBANK.ORG high enrollment from children WORLDBANK.ORG in urban areas and from EDC.ORG wealthier families. EDC Learning transforms lives.