4 TV. Resource Pack to Support Remote Learning. Acknowledgements. Much appreciation goes to Giti Mohn, Atif Rafique, Manuel Cardoso (UNICEF), Alex Twinomugisha, Robert Hawkins, and Maria Rebeca Barron Rodriguez (World Bank) who have led the development of the Remote Learning Resource Packs. This set of resources would not have been possible without funding from the Global Partnership for Education, and support and contribution of Mott MacDonald Limited, trading as Cambridge Education who were commissioned by UNICEF’s Global Education Team, New York Headquarters. To produce the materials, Cambridge Education worked in collaboration with AMR International Development Education Associates Inc. and the Open University, UK. From Cambridge Education, Barbara Payne OBE and Helen Kamal served as Project Director and Team Leader respectively for this work, with Ursula Grant as Deputy Team Leader, and Anca Savu as Project Manager. The lead authors and key researchers were Ursula Grant, Caroline Jordan, Helen Kamal, Sabine Kube-Barth, Dan Waistell, Sue Williamson (Cambridge Education); Claire Hedges and Tom Power (Open University, UK) and Dr Alison Mead Richardson (AMR International Development Education Associates Inc). In addition, valuable contributions were made by Frank Van Cappelle, Erin Tanner, Antoine Marivin, Nisrine El Makkouk, Jessica Catherine Brown, Eduardo Garcia Rolland, Ameena Mohamed Didi, Rachel Cooper, Juan Pablo Giraldo, Bassem Nasir, Florian Rabenstein, and Auken Tungatarova (UNICEF), as well as Diego Armando Luna Bazaldua, Sharon Zacharia, Edmond Gaible, Esther Gacicio and Ariam Mogos (World Bank). The resource packs were designed by Ensemble Media. Published in January 2022 Remote Learning Resource Pack 4: TV — Introduction 2 Contents. 1 About the Remote Learning Resource Packs...........................................................................4 1.1 Purpose of the educational television pack............................................................................5 1.2 Who is this pack for?.....................................................................................................................5 1.3 What is in this pack?......................................................................................................................6 2 What is educational television?......................................................................................................7 3 Why use television for remote learning?....................................................................................8 3.1 Potential benefits of educational television......................................................................... 10 3.2 Potential limitations of educational broadcasting............................................................. 12 4 Preparing for educational television.......................................................................................... 13 Gather your team.................................................................................................................................... 14 Learn from experience elsewhere..................................................................................................... 15 Identify channels for TV broadcasting............................................................................................. 15 Combine live broadcasts, pre-recorded content and edutainment programmes............... 16 Create and communicate schedules for edTV programming.................................................... 19 Provide support for students, parents and teachers.................................................................... 20 5 Improving learning in existing edTV systems...................................................................... 22 5.1 Access and inclusion.................................................................................................................. 23 5.2 Quality and support.................................................................................................................... 27 5.3 Assessing learning...................................................................................................................... 31 5.4 Evaluating programmes............................................................................................................ 33 6 Managing your costs to achieve value for money............................................................... 35 6.1 Transmission & distribution costs.......................................................................................... 35 6.2 Programme production costs.................................................................................................. 36 6.3 Economies of scale..................................................................................................................... 37 6.4 Supplementary materials and support................................................................................. 37 6.5 User costs...................................................................................................................................... 38 6.6 Development partner funding................................................................................................. 38 6.7 Post-COVID funding considerations...................................................................................... 39 7 Looking ahead...................................................................................................................................... 40 7.1 Build resilient education systems that withstand shocks and emergencies.............. 40 7.2 Support blended learning and catch-up when schools reopen......................................41 7.3 Provide for marginalized groups, especially out of school children and youth........ 42 7.4 Address teacher shortages and absenteeism..................................................................... 43 8 References.............................................................................................................................................. 44 Learning Resources........................................................................................................................... 47 Remote Learning Resource Pack 4: TV — Introduction 3 1. About the Remote Learning Resource Packs. In response to the challenge This introductory Resource Pack considers the key elements of to education systems a ‘pedagogy-first’ approach to remote learning, starting with the PAC K 1. learner and learning, then considering technology options and presented by the global your programmes’ broader approach to supporting learning. It Introduction. discusses some of the most common considerations that remote COVID-19 pandemic, programmes often overlook but which, if carefully considered, UNICEF and the World can lead to improved learning for more children. Bank have created a set Radio has a long-established position among remote learning of seven Resource Packs modalities, reflecting in part its wide accessibility in many parts of about remote learning. PAC K 2 . the world including in some of the hardest to reach areas. This pack The packs are designed is designed to support you if you are involved in remote learning Radio. using radio and help you to strengthen and improve systems and to support government approaches so that learning outcomes can be improved for all officials and staff in national children and young people. and international agencies tasked with designing and Despite advances in technology, print remains a crucial medium for implementing effective PAC K 3 . many learners around the world. This pack discusses some of the major strengths and limitations of print as a medium for delivery of remote learning opportunities Print. remote learning and identifies some of the approaches that can be for children in development taken when planning for the use of print within remote learning. and humanitarian contexts. Remote learning is the A recent UNICEF survey of 127 countries using technology for remote learning identified that 75% are using edTV. This process of teaching and PAC K 4 . pack is designed to support you if you are involved in remote learning performed at a TV. learning through edTV. It can help you to strengthen and improve your systems and approaches so that learning distance. Rather than having outcomes can be improved for all children and young people. learners meet their teachers in person, learners are distanced from their teacher and This Resource Pack is intended to help you design new digital PAC K 5 . remote learning programmes or strengthen existing programmes. possibly their peers as well. This pack will help evaluate your digital learning options by placing Digital. your learning purpose and the context of your learners at the heart One of the consequences of your decision making. of COVID-19 is that almost every country has had to put in place remote learning There are over 5 billion mobile users in the world today. PAC K 6 . Unsurprisingly, many countries are turning to mobile technology programmes. The packs are for remote learning. This pack is about creating and strengthening therefore designed primarily Mobile. effective remote learning programmes using mobile technology. It overlaps with the Resource Pack about digital learning. to help you to enhance and improve the effectiveness of existing remote learning Children and young people cannot be expected to learn and programmes. PAC K 7. progress through a remote learning programme with few or no interactions with teachers. This Resource Pack is about creating Formative opportunities for formative assessment in remote learning Assessment. programmes i.e. opportunities for checking understanding, giving feedback and collecting information to decide what to do next. Remote Learning Resource Pack 4: TV — Introduction 4 1.1. Purpose of the educational television pack. Educational television (edTV) has been the most popular technology chosen by governments in formulating their remote learning response to the COVID-19 school closures. A recent UNICEF survey of 127 countries using technology for remote learning identified that 75% are using edTV1. The World Bank reports that 79% of all households across the world have access to a television and 72% in developing countries 2 . This pack is designed to support you if you are involved in remote learning through edTV. It can help you to strengthen and improve your systems and approaches so that going forward, learning outcomes can be improved for all children. By looking at what different countries are doing, the edTV pack will uncover challenges being faced in edTV, propose solutions and share some of the successful strategies and promising practices being used. The re-opening of schools does not mean an immediate return to pre-COVID-19 classroom teaching and will present new challenges for teachers and learners. UNICEF identifies three scenarios in which the lessons learned in 2020 remote learning may contribute to more inclusive and effective continuation of learning: • using remote learning to help children back into school ; • integrating remote learning into wider education systems ; and • remote learning for creating resilience. The issues raised in these packs, and their application to remote learning and classroom practice, will be relevant to all these future scenarios, to ensure that learning does not stop. 1.2. Who is this pack for? This pack is for educators focussed on improving edTV, but also those who are planning to start developing educational television programming. Learning from others’ experiences, the pack offers a set of planning tools for getting started backed by country examples where edTV is already in use. But you will realise that edTV involves collaboration between many different groups of people including Ministries of Education, national broadcasters, teachers, school leaders and so on, and they will also find this guide informative. Remote Learning Resource Pack 4: TV — Introduction 5 1.3. What is in this pack? The pack is presented in seven sections: Section 1 introduces the seven remote learning packs in this series and this pack about 1 remote learning using edTV. 2 Section 2 explains what educational television is. Section 3 asks why edTV should be considered for remote learning and unpacks the 3 potential benefits and limitations. Section 4 is for readers who are starting to use edTV for the first time and presents key 4 steps to help you get started. Section 5 digs deeper into how you can improve learning outcomes through edTV and 5 offers suggestions on actions for your consideration. All of the improvement stages are based on knowing what is happening on the ground, so data collection, analysis and reporting is the foundation on which you can build. Section 6 discusses some of the issues to do with costs and funding of edTV and guides 6 you towards getting value for money. Section 7 considers the future of education and the potential role of edTV in building 7 resilience, providing for teacher shortages and marginalized children, as well as new, blended models of classroom teaching. Reflection Points. Throughout the pack, you will see boxes inviting you to consider these actions. The actions listed are for you to reflect on and consider in relation to your own edTV programme. Remote Learning Resource Pack 4: TV — Introduction 6 2. What is educational television? EdTV uses the medium of video through broadcast technologies. Video includes moving pictures, graphics and sound. Video can be provided through different technologies which include broadcast, satellite or cable transmissions, streamed via the internet, provided on storage media EdTV features. such as DVDs or USBs. Video can also be provided on low-tech devices for when broadcast or connectivity is not available. Video medium. Video can be broadcast live or may be delivered as a recording. Broadcast. Whichever technology is used, it is generally one-way communication, Live or recorded. meaning the learner or viewer cannot interact directly with the content and there is no immediate feedback or communication between teacher One-way. (or presenter) and learner. However, there are some models that employ National coverage. an interactive approach, where videos prompt learners to answer questions and learners have access to in-person tutors to support their Multiple delivery learning (see Brazil’s Amazonas Media Center model).3 technologies. EdTV involves collaboration between many different groups of people. This includes Ministries of Education, national broadcasters, teachers, school leaders and other stakeholders to produce (or procure) and transmit educational programmes to learners in their homes. Locally, school leaders and teachers have an important role to play in ensuring that their learners are supported to use the broadcasts if effective learning is to take place. If edTV is used in remote learning contexts, then parents and caregivers also have an important part to play. EdTV programmes fall into three main types: Live programmes. This is when a teacher gives a lesson live from a classroom setting or TV studio. Content is more easily aligned to the curriculum, and these can be rapidly produced. Many countries – Czechia, Spain and Indonesia are examples – use live broadcasts as well as other formats. Pre-recorded programmes. These may comprise existing content from other providers or past national educational TV offerings. A good example is Khan Academy, which provides short video lessons, is openly licensed and is freely available on an increasing range of school subjects. Edutainment. Edutainment combines educational content in the form of entertainment which is typically very engaging. Sesame Street (in 150 countries) and Ubongo (in 31 African countries) are well known examples. Edutainment may include educational drama as well as magazine programmes. Remote Learning Resource Pack 4: TV — What is educational television? 7 3. Why use television for remote learning? The major advantage of educational television is learners’ widespread access to the technology and the ability to reach learners at scale. Most countries have a national broadcasting system which reaches nationwide through the airwaves and a system of antennas, although very remote and/or mountainous areas may not have good coverage. TV ownership in rural populations, even in lower middle-income countries, is relatively high compared to access to the internet, for example. UNICEF research shows that TV-based remote learning has the potential to reach the most students (62% globally).4 EdTV has been selected in low resource contexts where internet connectivity and digital devices are lacking. Because there is widespread access to television equipment and broadcasting systems, edTV can be set up very rapidly under emergency conditions such as those experienced in 2020. EdTV has been used for decades in countries like Mexico, Brazil, China, India and South Africa to increase access to learning opportunities, especially for marginalized children. EdTV can be used in a variety of ways to support distance or remote learning, as well as to support learning in the classroom, for example during teacher shortages or absenteeism, or to assist with multi-grade teaching. It can be used to provide expert content when classroom activities are supported by less qualified teachers. EdTV can also be useful in distance teacher education and professional development programmes. It can be used to provide for out-of-school children in alternative education programmes and for remedial lessons for those children who have not yet reached their potential. Pakistan. Within two weeks of school closures, Pakistan deployed two edTV initiatives as remote learning: ‘TeleSchool’ by the Ministry of Federal Education and Professional Training and ‘Taleem Ghar’ by the School Education Department in Punjab. Brazil. In the Amazonas Media Center model interactive television programmes are used for older students where there are no qualified teachers. Classes are mediated by an onsite tutor. Remote Learning Resource Pack 4: TV — Why use television for remote learning? 8 Child and mother watching lessons together in Kenya Photo: UNICEF, Translieu Nyaberi Mexico. EdTV as a fundamental delivery mode. It is worth noting that mature programmes like Telesecundaria in Mexico can become a fundamental delivery mechanism in education systems. Telesecundaria has been in operation since 1968 and currently forms the basis of education in 6 out of 10 public high schools. Rigorous evaluations of Telesecundaria have shown increased enrolment for out- of-school children in secondary education and improvement in learning outcomes, as well as future employment5. Remote Learning Resource Pack 4: TV — Why use television for remote learning? 9 3.1. Potential benefits of educational television. Depending on a number of factors, such as programme design and scheduling, programme content and viewing characteristics, there are many possible benefits of edTV including: Access to the Common standard of technology. learning materials. Speed of mobilization Evidence that edTV of edTV programming. promotes learning. Cost-effectiveness and Low-technology economies of scale. options. Access to the technology. The main advantage of edTV is that it can be easily accessed by a majority of teachers and learners. Access is not only about receiving and interacting with learning content. Access is also about teachers’ ability to teach in this medium and learners’ access to learning through the medium. Through partnerships with national and local TV broadcasters, teachers can quickly learn to present TV lessons, although it may be in a somewhat didactic model. Whilst these programmes present learning content, they may not be engaging for students or support learning effectively. Nevertheless, by training teachers in interactive video production and including additional resources, programmes can be made more engaging. Speed of mobilization. Access to the technology is one contributory factor in another advantage of edTV: how quickly programming can be provided. Countries across the globe demonstrated in 2020 that students can be reached through broadcast programming within two weeks of schools closing. As edTV uses technology that is easily accessed by a majority of home-based viewers without the need for additional equipment, costs are relatively low for providers. Despite this, cost effectiveness analysis of edTV interventions has been scarce, with one notable exception being the Ubongo Kids programme produced in Tanzania. Broadcast in 31 African countries, reaching large numbers of children and benefiting from economies of scale, this programme reports per-person, per-year costs of 1 cent6 . Remote Learning Resource Pack 4: TV — Why use television for remote learning? 10 Cost-effectiveness and economies of scale. Economies of scale mean that substantial numbers of learners can be added without increasing costs. They have been revealed as an important dimension in cost analyses of the Telesecundaria programme in Mexico, where a 2002 study found Telesecundaria schools were ‘no more than 16% more expensive per student’ than general lower secondary schools, even though they have far lower student/class ratios7. Common standard of learning materials. Like all resource-based learning, broadcast television can contribute to quality improvement, as common standards of learning materials are made available for all students. Useful resources on evidence High quality, national TV programmes can be designed for educational television. and developed by the most qualified teachers, supported The EdTech Hub’s review of by professional broadcast producers. This is particularly evidence for edTV is available at: important if large numbers of teachers are unqualified. EdTV https://edtechhub.org/wp-content/ uploads/2020/07/RER-TV.pdf. offers possibilities for scaling up standardized instruction, facilitating differentiated instruction, expanding opportunities Also look at the Knowledge for practice and increasing student engagement. Pack prepared by the World Bank about edTV with a focus on low-resource settings at: Evidence that edTV promotes learning. http://pubdocs.worldbank.org/ en/267791593613610668/ Children like television! Educational television has been Education-TV-Knowledge-Pack- found to make significant improvements to children’s WorldBank-Edtech-Team.pdf learning in lower middle-income countries. Much of this evidence comes from studies of highly developed edTV programming like Sesame Street and Ubongo Kids: for example, in a study of Ubongo with a sample of 38,682 children, educational television exposure was found to be significantly associated with mathematical capability8 . Low technology options. TV is adaptable in that it can be delivered through a variety of technologies so if there is no nationwide coverage from national broadcasters then video programming can be provided through other technologies, including low-tech options. This can help to reach disadvantaged groups who may not otherwise have access. All options require some form of device – TV set, receiver, video player – to view the programmes, and all of these require electricity. Increasingly, students are able to access edTV programmes through mobile phones although data charges for streaming video may make this cost prohibitive in some contexts. Myanmar. Where students could not be reached by broadcast television, solar-powered low-tech units were supplied by the Department of Basic Education preloaded with TV programmes, teacher training resources and other learning content. The units are based on Raspberry Pi technology which sets up a classroom network that can be accessed through mobile phones, tablets and laptops9. Remote Learning Resource Pack 4: TV — Why use television for remote learning? 11 3.2. Potential limitations of educational broadcasting. The main limitation is that in broadcast TV, learners have low interaction with teachers and other learners which can lead to disengagement and lack of feedback (both ways) and learners’ understanding. To make television more interactive, other media and technologies need to be added, such as social media and printed guides and workbooks. Communications via mobile phones (SMS, social media apps) can also be used to improve interaction between students and teachers as well as parents. With broadcast TV, learners also have no control over the pace of learning, so they cannot ask questions or replay the programme if they do not understand. With recorded TV programmes provided on video (via internet or DVD), learners can pause and rewind to repeat and check their understanding. Even though it is probably the most accessible technology for learners, educational broadcasting does not reach everyone. It requires learners to have, as a minimum, electricity, a TV set and in certain cases an antenna, and to live in reach of the broadcast footprint. It may therefore not reach learners living in remote areas. Even where there may be wider access, viewing of educational broadcasting may be limited by access to the channel or learner awareness of programming, as was found in a recent study in Bangladesh. It is challenging to track how much children learn from edTV programmes. Monitoring progress in learning requires additional systems, such as online or mobile apps, to administer quizzes and give and receive feedback between students and teachers. Countries are at different stages in their use of educational broadcasting, as well as in their returns to classroom teaching. Each will have a different view of where they can most benefit from repurposing edTV resources developed as part of COVID-19 responses or ongoing education provision and how best to spend valuable human and financial resources. The next part of this guide is for countries where edTV is a new venture. If your focus is on improving the edTV system you already have in place, please go to Section 5 – or continue to Section 4 to remind yourself of the foundational activities and check your processes. Remote Learning Resource Pack 4: TV — Why use television for remote learning? 12 4. Preparing for educational television. Although over 100 countries already have an edTV programme to support remote learning, some countries are now considering whether this is the right approach for them in terms of supporting children’s learning outside the classroom, particularly for older students. Once you have made the decision that you want to implement edTV, information in this section will help you to get started. There are several important steps to attend to: Gather your team. Learn from experience elsewhere. Identify channels for TV broadcasting. Combine live broadcasts, pre-recorded content and edutainment programmes. Create and communicate schedules for edTV programming. Provide support for students, parents and teachers. Remote Learning Resource Pack 4: TV — Preparing for educational television 13 Gather your team. A large team of planners, teachers, managers, programme makers and technical experts are needed to collaborate to make edTV a reality. You may also find partners amongst NGOs, faith-based organisations and development agencies, as well as TV providers or publishers in the private sector. In some countries, you can leverage existing relationships that ministries of education have with national TV broadcasters. The stakeholders in edTV fall into three main groups. Curriculum TV Broadcasting Monitoring and Quality and Content Teams. Teams. Improvement Teams. • Master teachers to present • Broadcasting technical staff • Monitoring and evaluation programmes and support with expertise in TV production, specialists from Ministry content development. recording, editing and transmitting. of Education. • Teachers to develop • Television managers to provide • Data specialists from sequencing of lessons. access to TV studios, post- broadcasters. • Script writers and producers production and transmission • Statisticians. to work with teachers to develop equipment and services. • Data collectors & enumerators the lessons for TV. • TV schedulers to provide including mobile operators. • Curriculum specialists for transmission times. • Educational specialists to each level of programmes • Partnerships with private analyse the data collected. being made/broadcast. TV operators (e.g. to reach • Teaching assistants to manage remote areas). social media and phone lines • Media regulatory authority for Q&A sessions. may need to give approval. • Companies and organizations with free content available for use. How these groups work together and interact will depend on your country context and the resources available. You may also consider engaging students in programme design as they can contribute to effective programming. Remote Learning Resource Pack 4: TV — Preparing for educational television 14 Viet Nam. Thousands of teachers throughout the country contributed to developing edTV lesson plans following the simplified framework curriculum circulated by the Ministry of Education and Training (MoET). Producing TV lessons for all subjects at all grade levels within a tight timeframe was a challenge which was met when each school within a province was asked to take turns at taking charge of at least one subject at one particular grade level. Each school’s subject department was involved in creating and reviewing lesson plans and teachers with sufficient professional and IT experience were nominated to receive training and deliver the lessons. Local Education Departments were also responsible for coordinating edTV lessons across their given regions by crowdsourcing ideas from teachers in order to develop edTV programmes. MoET partnered with provincial as well as national TV stations and a total of 28 TV stations collaborated with the local Departments of Education and took charge of filming, editing and broadcasting the crowdsourced lessons. It took only two weeks until the first batch of TV lessons aired11. Learn from experience elsewhere. Once you have assembled your team, the next step is to reach out to other countries in your region who have already started. UNICEF and World Bank country offices can put you in touch with relevant people involved in remote learning in other countries. You will learn from the experience of other people tasked with the same responsibilities and this can save you a good deal of time. Identify channels for TV broadcasting. Most countries have a national broadcasting company with a nationwide reach. Often, these companies have a mandate to provide educational broadcasting, so this is a good place to start. Even when there is no dedicated channel for education, other channels have been given up for edTV for remote learning. In Morocco, for example, the national sport channel is also partly dedicated to education. In some countries, such as Malaysia and Cambodia12 , new channels have been started on the national broadcasting system. There may also be private broadcasters you can partner with, as happens in Mexico and Viet Nam, who may help you to reach more remote learners. In Kenya, the Institute for Curriculum Development has its own edu-channel where edTV broadcasts are made for remote learning. Cambodia. In Cambodia, the Education and Information Ministries partnered to start edTV for their remote learning response in 2020 and created a new TV channel. Live programmes run 24/7 during the daytime and repeats during the night. They focused on national exam grades with 3 hours each provided to Grade 9 and Grade 12 students. The same videos were offered through the Ministry’s mobile app for those students who could access the internet through YouTube, Facebook and in e-learning centres. Remote Learning Resource Pack 4: TV — Preparing for educational television 15 Reflection Point. Consider these actions to identify edTV channels. – Engage in discussions with your national broadcasting company. You may also have private TV providers who would be willing to work with you. – Work with TV schedulers to identify where there is available transmission time and whether any channels are available for edTV. – Engage with the Ministry of Communications and Information (or whichever organization is responsible for broadcasting) to discuss the possibilities of establishing a dedicated edTV channel. – If edTV is going to be part of your long-term plans for educational provision, consider establishing dedicated education channels. – Have you or others attempted to expand access? Was this effective? What have you learned from this experience? Remote Learning Resource Pack 4: TV — Preparing for educational television 16 Siblings studying at home with Telescola television programme in Mozambique Photo: UNICEF, Caudio Fauvrelle Combine live broadcasts, pre-recorded content and edutainment programmes. The key to effective edTV content is to use the national curriculum as a framework and guide. It may not be possible to provide programmes for every grade, but there should be a good spread across pre-school, primary and secondary. You will need to prioritize certain subjects in certain grades. In Croatia, there was no pre-existing content so Grade 1-4 teachers were filmed holding classes and these were broadcast. Studio based programmes can be developed if broadcasters, curriculum specialist and teachers collaborate. Teachers or TV presenters may equally present the programmes depending on available funding. You may not be able to launch with all new programmes because of the time taken to produce them, but there are other viable options. Peru. In Peru, the learning facilitator welcomes students and presents the session objectives; the teacher introduces the content for the lesson and guides the students through learning activities. Students jump in and interact throughout the session, to make the class even more engaging. Existing video content is available for broadcasting under open licences, known as open educational resources (OER). There is more on OER in the next section. You should have access to national broadcasting channels as well as existing TV content from other countries that you can repackage for your curriculum. It is important to use multiple channels to reach as many students as possible. Private TV providers can be leveraged if broadcast licences include national emergency mandates or public service requirements for airtime. Rebroadcasting content at different times enables more students to access programming. It can also help when electricity outages prevent children from viewing at the scheduled time or if there are several children in the house and only one TV. Older children may be required to work during the day when they are not in school to help support the family, so can only attend to their studies at night. This is particularly true for girls who are more likely to be given home chores and childcare duties which can further the gender divide. Remote Learning Resource Pack 4: TV — Preparing for educational television 17 Reflection Point. Consider these actions to get the right mix of programming. – Depending on your available resources – financial and human – you can offer live classes or recorded classes. Broadcasting recorded classes may be easier and less stressful than producing live TV. It also allows you to develop graphics and visuals to clearly communicate important points to the viewer. – Work with broadcast production teams to guide you in programme production if your decision is to make some live programmes. A large number of specialist teachers, curriculum officials and writers will be needed to plan and script live programmes. – Allocate team time to looking for existing television content which is relevant for your curriculum at different grades. – Work closely with the scheduling team to be sure you are making or procuring the right amount of content/number and duration of programmes. – Making your own edutainment programmes or educational drama is time consuming and expensive – it may be better to access available programmes, which mainly exist for lower grades. Remote Learning Resource Pack 4: TV — Preparing for educational television 18 Create and communicate schedules for edTV programming. Creating and communicating simple schedules for when, where, what (subject) and whom (grade level) this programming will be broadcast are critical to programming success. Many countries are providing student-friendly daily and weekly schedules on their education ministry website, some on their education television network websites and some on institutional websites (Kenya). Schedules are also being shared via SMS, WhatsApp and Telegram. Your airtime will be limited, so important scheduling decisions need to be taken to ensure you cover all grades. In Czechia, Czech TV broadcasts educational programming for pupils under the supervision of the Ministry of Education, Youth and Sports (MEYS). MEYS launched a live daily morning programme led by teachers for primary-school pupils (grades 1-5); in the afternoons, educational TV programmes are provided for lower-secondary pupils (grades 6-9). Use multiple channels for communicating the TV schedules to reach students in all corners of your country. Radio and newspaper, as well as national TV news programmes, are good options, as are social media. You may have to ‘sell’ the idea of educational TV, especially to parents and care-givers, so use this opportunity to explain the programme and also their role in supporting it. Reflection Point. Consider these actions to create and communicate effective schedules. – Ask your broadcast partners for guidance on scheduling. – Request guidance from your curriculum members on the programming needed for the different grades and subjects. – Leverage a variety of channels for communicating your broadcast schedules – newspapers, websites, radio and social media. Wherever your Ministry has a presence, you can include this information. – In remote areas, make sure that community leaders are aware and communicate with teachers, who can put up posters, use SMS or community loudspeakers to ensure parents are informed. Remote Learning Resource Pack 4: TV — Preparing for educational television 19 Provide support for students, parents and teachers. Although getting edTV up and running is a huge accomplishment for everyone involved, it is not enough just to provide learning programmes. You need to have ongoing interaction with teachers, parents and local stakeholders so that they can support effective learning through television. Use any two-way channels available to you, such as social media, radio, newspaper and local community channels to communicate and provide feedback so the programming is impactful. Consider how you will provide support in these three main areas: Technical. Students and teachers may have questions about how to access the programming, or when the relevant programmes Useful resources to help you are broadcast; a toll-free phoneline or online helpdesk could get started on designing edTV. be useful. This blog from the World Bank summarises five key insights Pedagogical. in starting using and sustaining edTV for remote learning: https:// The important task of supporting learning moves towards blogs.worldbank.org/education/ parents and caregivers during remote learning. Teachers educational-television-during-covid- and parents need support to develop new skills for remote 19-how-start-and-what-consider. teaching and learning and may even need socio-emotional Also look at the decision tree/ support. But remember, not all children have a parent or process chart in a resource caregiver to provide learning support. produced by the World Bank about educational television. It takes you through the key questions to help Socio-emotional. you make foundational decisions. The chart is available at: https:// Students need socio-emotional support during prolonged blogs.worldbank.org/education/ periods of isolation or when they are unable to interact educational-television-during-covid- with friends, family and teachers. Support can be provided 19-how-start-and-what-consider through the educational programming to some extent, but special systems may be needed where teachers keep in contact with students through mobile messaging apps such as Telegram and WhatsApp. Jamaica. Government agencies, development partners and local philanthropists partnered to provide 36 telephone helplines for students. Remote Learning Resource Pack 4: TV — Preparing for educational television 20 Reflection Point. Consider these actions to provide appropriate support. – Produce guidelines for teachers at different grades to help them provide support to parents and learners. Remember: they will need both technical and pedagogical information. – Like scheduling, use multiple channels to reach teachers such as social media and communications apps on phones. – As remote teaching continues, the needs for socio-emotional support for teachers and learners increases. You may need to find specialists who can advise on this and guide you on how best to support teachers in this important area. – Provide a toll-free number for students to call subject teachers. – Teachers can provide support through Facebook groups for specific classes or subjects. Remote Learning Resource Pack 4: TV — Preparing for educational television 21 Pupil watches morning TV lessons with her mother, Kenya Photo: UNICEF, Translieu Nyaberi 5. Improving learning in existing edTV systems. Many countries responded very quickly to the 2020 school closures with edTV programmes, so now is a good time to check and see where you can enhance that programming to improve student learning outcomes and help your teachers, learners and parents benefit even more. You may have established your edTV systems as a rapid response to the COVID-19 pandemic in record-breaking time – many countries started broadcasting in as little as two weeks after school closures were announced. As remote teaching and learning have continued, you have likely put in place systems for monitoring and improving edTV provision. If schools are re-opening, then now is a good time to consider how your edTV assets can be used in a blended format to help deal with the new challenges being faced by teachers and learners. The edTV programmes developed for remote teaching can now be used as part of classroom learning for students who did not achieve the required learning while they were out of school. Your improvement focus might fall into three areas: access and inclusion, quality and support, assessment and evaluation. Remote Learning Resource Pack 4: TV — Improving learning in existing edTV systems 22 5.1. Access and inclusion. Address the (gender) digital divide and ensure equitable access. You need to be sure that all children and young people can actually watch edTV broadcasts. Exclusion and inequality will likely be exacerbated if already marginalized and vulnerable groups, like girls, ethnic minorities, and persons with disabilities, are more adversely affected by future school closures. There is a known gender digital divide in developing countries, with women and girls having less access to technological devices than boys and men; this may extend to television viewing equipment access. Access is a complex area in educational programming. It can be divided into two areas – technological access to broadcast signals and the equipment to view it, and equity and inclusion issues which require us to make sure that all students, regardless of their gender, geographical location, learning ability or any other factor, have the A useful resource on same opportunities for effective learning with edTV. measuring access. UNICEF offers guidance and a question bank to support Technological access. surveys for monitoring distance learning during school closures. Nearly all corners of every country receive broadcast TV signals, but It is intended for anyone who is where they do not it is the responsibility of the relevant ministry to considering monitoring the reach address regional differences and make alternative arrangements for and effectiveness of distance remote teaching with edTV. learning modalities, including technology-facilitated and blended Capturing data on who is accessing edTV is challenging, as it is a learning modalities, through one-way medium. You may be able to access this data through your surveys of parents/caregivers, broadcasting partners but data on which learners are watching which children/students and/or teachers. programmes can likely only be gained by carrying out surveys and The guidance is divided into five getting feedback from students, parents and teachers. Your data key steps, with guiding questions, collection should target remote areas to understand any challenges points for further consideration, and examples of good practices that students have in receiving TV signals or in having access to TV in monitoring and more generally sets to receive the broadcasts. in survey design. Accompanying Your national broadcasters may already have information on where this guide is a question bank, which provides sample questions their signals are not received. If you discover that certain areas are not to understand children’s, parents’ able to receive the edTV broadcasts, there are a number of steps you and teachers’ experiences with can take. distance learning. The guide is available at https://www.unicef.org/rosa/ media/12571/file/Monitoring %20Distance%20Learning%20 During%20School%20Closures.pdf Remote Learning Resource Pack 4: TV — Improving learning in existing edTV systems 23 Reflection Point. Consider these actions to provide technological access. – Work with your technical professionals to see what can be done to boost signals. – Look for local narrowcasters (TV operators who deliver locally via cable) who may be able to provide edTV to areas where national services cannot reach. In Argentina, the television broadcasts premiered on the public channels are then also transmitted locally by private, provincial, university, cooperative and community channels. – Make provision for children who cannot access edTV lessons. This may include providing educational content in another medium, such as workbooks, or using a different technology for the video medium, such as providing edTV on DVD or through community viewing centres. – If children have internet access, you can also offer your broadcasts via YouTube or other online streaming services, as they do in Rwanda on the Rwanda Education Board e-learning channel. – Be innovative! In Kenya, in order to provide wider internet coverage to all students and families, the Kenya Civil Aviation Authority (KCAA), in partnership with Alphabet Inc. and Telkom Kenya, has used Google’s Loon Balloons floating over Kenyan airspace carrying 4G base stations. Loon is a network of stratospheric balloons that provide internet connectivity to rural and remote communities. The high-altitude balloons in the stratosphere create an aerial wireless network with up to 4G-LTE speeds. A single balloon can provide internet connectivity across an 80 km-diameter area. Users connect to the balloon network using a special internet antenna attached to their building and students can stream edTV programmes as well as access the internet. (Note that in January 2021, Google announced its decision to cease the Loon programme.) Remote Learning Resource Pack 4: TV — Improving learning in existing edTV systems 24 Equitable access. Planning the programming to be diverse and inclusive improves equitable access which means everyone can learn from the programming regardless of who they are or where they live. There are obvious things you can do, such as providing edTV programmes Equitable access. in local languages, adding subtitles and having a co-presenter signing Remember that providing an for children with hearing impairments (see Peru’s Aprendo en Casa ). equitable service does not mean It is a good idea to have a small team of teachers and ministerial providing the same service to officers responsible for accessibility who know what needs to be done everyone regardless of their needs – it means providing and make sure it happens. There is an excellent guide to accessibility additional support to students who in television from the International Telecommunications Union (ITU).14 need it so that they have the same In Spain, resources for teachers are made available online to guide chance of successful learning. teachers on attending to diversity and supporting children with special educational needs, including learning difficulties, but also for children Positive perceptions. with high intellectual abilities. Ubongo Kids and Sesame Street Widening the scope of ‘teachers’ who present or support lessons is introduced characters who one way to increase diversity and inclusion. Varied expertise can add have medical conditions or are differently abled, covering autism, diversity, by (for example) bringing in musicians, healthcare workers albinism, HIV-AIDS and physical or photographers to support teachers in providing real-life lessons to disabilities. Studies discovered that students. Inclusiveness can be achieved through lesson presenters this promoted positive perceptions being women as well as men, teachers who have disabilities, and of people with those conditions people from different ethnic or cultural groups. By providing subtitles and abilities amongst viewers. in languages used in a country, this programming can be made more accessible and equitable (Lao PDR). Further work is needed in this area to see if a positive trend is produced by edTV programmes which talk with, rather than depict, people with these conditions and disabilities. Even when children have physical access to view edTV, they may A useful resource on inclusion. miss broadcasts if they are required to work to help support their families. Rebroadcasting repeats of the programmes at different Pivoting to Inclusion: Leveraging times of the day can help with this, although limited airtime may be lessons from the COVID-19 crisis for learners with disabilities is an under pressure when you are trying to provide critical subjects for all excellent World Bank resource on grades. EdTV can also be made available via Ministry websites, on lessons learned in providing for YouTube or other streaming video sites. learners with disabilities. Your access and inclusion team will need a range of skills, including The document is available at: a gender adviser, people with experience of providing education for http://documents1.worldbank.org/ learners with disabilities and special needs and people who have curated/en/777641595915675088/ designed and developed programmes using technology for those living pdf/Pivoting-to-Inclusion- Leveraging-Lessons-from-the- in remote and rural areas. You may find these in your department COVID-19-Crisis-for-Learners- for non-formal education. You may also consider involving your with-Disabilities.pdf ministry of women and gender affairs as well as special needs professionals in your ministry of education. Remote Learning Resource Pack 4: TV — Improving learning in existing edTV systems 25 Rwanda. Providing for learners with disabilities. The Ministry of Education (MINEDUC) and Rwanda Education Board (REB) are providing for learners with disabilities by integrating Universal Design for Learning principles into their edTV provision, for instance by ensuring that sign language interpretation is included in edTV programming, which is offered via YouTube. They produce educational resources in Braille and make digital readers accessible for children who need them.15. Reflection Point. Consider these actions to provide equitable access. – Make sure that all your collected data is sex-disaggregated so that you can analyse the use of edTV by both boys and girls at all ages. Look for trends where there is gender imbalance and research further to find out why. – In geographical areas (this may be a school district or even a single school) where you find that some students are being excluded, work with the head teachers and district officers and even community leaders to understand the cause of the exclusion and take steps to mitigate it. – Work with special education institutions and teachers to collect data on children with special educational needs. – Ensure all edTV programming is developed following the principles of universal design for learning.16 Remember to make TV schedules accessible in multiple formats so that persons with disabilities can access them. – Prepare guidelines for special provision for students with additional needs for head teachers and teachers. You can access resources on accessibility in television from the ITU. Remote Learning Resource Pack 4: TV — Improving learning in existing edTV systems 26 5.2. Quality and support. Increase interactivity by integrating TV with other media. The effectiveness of television programming will be improved by supplementing it with additional material, often in print, but also via A useful resource on other media. Teachers have a vital role to play in this: in Bangladesh, improving video quality. teachers assign homework to students as part of their edTV This guide prepared by the Regional programming and students are expected to submit this once schools Office for South Asia aims to help reopen as this forms a part of their continuous assessment grades. users assess existing videos and In Argentina, teachers have developed workbooks for students and improve the quality to create more families with no access to television. In Spain, the Ministry of Education inclusive and interactive content. has partnered with the main educational publishers to provide materials Specifically, it provides a checklist to complement the broadcasts. Such material can also be used to for the video materials. enhance effectiveness of television programming. In addition, text Guidance on Optimizing the messages can be used as simple and cost-effective ways to share Effectiveness of Video and schedules/reminders with beneficiaries and to encourage them to use Television as a Medium for the programming or share feedback. In Mauritania, take-home learning Teaching and Learning. UNICEF packages are provided along with radio and TV programmes because Regional Office for South Asia. only 37% of the poorest households have access to a radio, and fewer than 1% have access to a TV. Many countries have an online platform which gives information on TV schedules and access to other resources such as online learning and text-based learning materials for download or use online. Examples can be seen in India, Peru and Croatia. These websites are a useful central resource for remote teachers, learners and parents. Reflection Point. Consider these actions for increasing interactivity. There are several strategies you can employ to strengthen student engagement and remote learning when designing edTV programmes: – Increase interactivity by integrating TV with other media, e.g. community radio, printed workbooks and social media. – Use social media or phone lines for live Q&A sessions after a broadcast. – Address questions from the previous broadcast if you have live programming. – Assign individual work after TV lessons. This can be submitted to teachers by digital means or transported to them by healthcare volunteers. Remote Learning Resource Pack 4: TV — Improving learning in existing edTV systems 27 Support teachers to improve learning with edTV Teachers are the drivers of effective student-centred learning, not just the technicians who deliver a curriculum. It is important to make sure that they are not over-burdened with administrative tasks during remote teaching or else they will not be able to adequately support students. Peru. Reducing administrative load on teachers. Successive levels of administration started requesting reports from teachers, from the national education ministry, through the region and down to the local education unit. The administrative burden became so much that the teachers’ union lodged a formal complaint. The ministry reacted quickly and adjusted the requirements.17. As with all new approaches, teacher professional development is critical to the successful integration of edTV into both remote and classroom teaching. Teachers can be supported to leverage edTV lessons in their teaching through existing teacher professional development programmes. In the longer term, this can be addressed in curriculum reform in pre-service teacher education to improve resilience of the education system by developing a cadre of teachers who can teach effectively with technology. For educational TV to be truly effective, teachers need to build on the advantages offered, which include scaling up opportunities for standardized instruction, facilitating differentiated instruction, expanding opportunities for practice and increasing student engagement. By integrating edTV with other media and channels, teachers can improve the interactions they have with students. In the remote classroom using edTV, teachers have no direct contact with students during the lessons, but there is a lot they can do to supplement the lessons and support learning using additional channels. These might include: Printed learning resources to accompany edTV programmes. Setting up SMS, WhatsApp or Telegram groups on mobile phones to send text and audio messages. Phone contact between teachers and students. Providing advice and resources to parents and other caregivers who can support learning in the home. Remote Learning Resource Pack 4: TV — Improving learning in existing edTV systems 28 Viet Nam. In Viet Nam, teachers produced printed learning resources, which they delivered to the homes of their students to supplement the national TV lessons. Peru. In Peru, teachers communicated and provided feedback to students and their families through telephone calls, SMS and social media. Timor Leste. Timor Leste offered a course to teach parents how to guide children’s learning at home. Another important support for teachers is to consider a stipend to cover data and airtime costs as they use their personal mobile phones for connecting and communicating with students, parents and school administrators. Pastoral care is one of the hardest aspects to achieve when teaching remotely. Teachers provide a range of supports for their students, from ensuring that learning happens, to socio-emotional support and personal advice. This is particularly true for girls, for whom school is often the only place where they can seek advice. Ensure teachers keep channels of communication open with their students through whatever technologies are available. Support services can be made available alongside edTV through phone calls, social media and communications apps. To support teachers in Bulgaria, the Ministry of Education and Science has developed a national electronic library of teachers (e-content repository), which publishes materials of pedagogical specialists for working in e-learning environments, including video lessons, training programs, innovative methodologies, tests, films, exercises, entertaining pedagogy and presentations. In Egypt, the Egyptian Knowledge Bank provides a similar range of learning resources in Arabic.18. Leverage existing programming and open education resources. Open educational resources – or OER – have emerged as an important component of remote emergency teaching. Now is a good time to expand your knowledge of OER. Your government has most A useful resource on Open Education Resources (OER). likely signed up to the UNESCO Declaration on OER (2012) and some teachers are probably already using them. OER are learning resources Understanding Open Educational freely available for use and adaptation, which enable teachers to Resources is a useful guide access high quality learning content and adapt it for their own prepared by the Commonwealth of Learning. It covers copyright teaching and learning context. A list of repositories and sources of and open education licences and it OER is offered in Learning Resource 2. provides guidance on how to find Look for existing content from countries where your language of and evaluate OERs. instruction is the same. In Learning Resource 2 you can also find Understanding Open Educational a list of video content in Spanish.19. Resources is available at http:// oasis.col.org/handle/11599/1013 Remote Learning Resource Pack 4: TV — Improving learning in existing edTV systems 29 Reflection Point. Consider these actions to identify resources. – Form a core group of teachers and/or curriculum officers in each subject at each level and support them to identify and evaluate open learning resources; provide them with internet access and time to carry out the search and evaluation. – Look into providing access to these resources through your own national repository from your education ministry’s website; make sure you have plans for low-tech access for schools with no internet access. – Train teacher educators in the use of open education resources and consider including this in teacher education qualifications and CPD. Remote Learning Resource Pack 4: TV — Improving learning in existing edTV systems 30 5.3. Assessing learning. It can be especially difficult to track remote learning and ensure that learning outcomes are being achieved through broadcast television because of the one-way nature of the medium. Every educator knows that formative assessment – receiving immediate feedback on assessment tasks – is a crucial element of learning. During remote learning. The best people to monitor learning and assess learning outcomes are teachers. Under normal circumstances, they do this in every lesson and have a variety of techniques and systems to do it effectively. Under remote learning conditions, teachers need additional tools to help them, particularly if the only way you are reaching a majority of children is through edTV. You may not need all these steps or you may devise others that are more relevant to your country’s context. Introducing innovative approaches such as having students develop portfolios of evidence of what they have learned in TV broadcasts, can keep students focussed during edTV programmes, but this requires a good deal of coordination and development, as well as dissemination of additional materials to the homes of students. There is also a potential for inequity to surface, as not all students will have access to paper, pens and other tools that they will need. In Bhutan, schools are using social media applications like WeChat or WhatsApp, where teachers assign students with specific chapters to read and a set of questions to respond to. Students are required to answer the questions and send an image of their answers back to teachers to assess. Students in Peru were expected not just to passively view TV lessons. Each lesson was designed for students to do in their homes, interacting with their families and environments and using a portfolio of evidence to showcase their learning. As schools re-open. Monitoring and assessing learning will be much easier once schools reopen, even if things have not returned to pre-COVID-19 models. F U R T H E R D E V E L O P M E N T. Remote Learning Resource Pack 7: Assessment is all about formative assessment in remote learning programmes. Remote Learning Resource Pack 4: TV — Improving learning in existing edTV systems 31 Reflection Point. Consider these actions during remote learning. – Your Ministry has probably already collected data from schools and districts regarding learning assessment. Read the assessment reports and understand the situation to inform programming decisions. Assessment may have continued during school closures or may have ceased if edTV was the main or only medium for reaching the majority of students. – If learning assessment data is not available from some regions/districts, plan to collect this data as early as possible. – Consider the additional channels available for students to complete assessment tasks, return them to their teachers and receive feedback. These may be low-tech options such as assignment drop-off and pick-up points at school or might include interactive technologies like social media and email. Consider these actions as schools re-open. – Teachers should first focus on building community and getting a sense of students’ learning levels, but also their emotional, and social needs. – Once teachers have sufficient information about students’ learning levels and needs, begin instruction with lessons that are fun and interesting, but are designed to reveal whether students have a good grasp of the key skills and concepts they need for that instruction. This kind of formative assessment is regularly used by teachers to find out where their students are in their learning journey. – Teachers will need diagnostic tests to measure learning losses, which need to be done for each individual student in every grade. Engage with assessment and testing specialists to prepare the diagnostic tests needed to measure learning losses and work with head teachers and teachers to support their use. Collect sex-disaggregated data on what the teachers find. Remote Learning Resource Pack 4: TV — Improving learning in existing edTV systems 32 5.3. Evaluating programmes. A useful resource on As with any new educational initiative, it is critical to collect data on monitoring and evaluating planned and unplanned outcomes, including learning outcomes. The distance learning. purpose of this is to make informed decisions about what works and This resource provides guidance on does not work well, who is accessing your programming and who is how to monitor different modes of not, and so on. A distinction can be made between pedagogical and distance learning, including TV, and non-pedagogical data. Of course, data collection in education systems also has a question bank to help in the development of surveys. involves many people. In Bhutan, schools across the country are collecting data on the number of students with access to the internet, https://www.unicef.org/rosa/ smartphones and television, and they are feeding this back to the documents/monitoring-distance- Ministry of Education. learning-during-school-closures. Pedagogical data is collected to Non-pedagogical data tends to be numerical understand the effectiveness of edTV and is used to understand what people actually programmes and make corrections for watch and use. App downloads and website improvement of the programming. It is hits can be measured by online analytics. The provided primarily by surveying students, number of viewers can be captured through teachers and parents and establishing surveys and student feedback as well as feedback loops between them. collected from TV operators. Peru. Monitoring and evaluation. The Ministry of Education’s (MoE) Monitoring and Evaluation Unit, with the support of the non-profit organization Innovations for Poverty Action, began monitoring levels of adoption and satisfaction for their Aprendo en Casa or ‘I learn at home’ programming with principals, teachers, and families through regular phone calls.20. Phone calls gathered data relating to Aprendo en Casa’s reach, channels used by students to access remote learning, and support from teachers to students. The results of the monitoring process are made available for anyone to access through an interactive website, promoting transparency. The Ministry team in Peru notes the importance of actively collecting and responding to feedback from the community and being sufficiently flexible to adapt when needed. Remote Learning Resource Pack 4: TV — Improving learning in existing edTV systems 33 Reflection Point. Consider these actions on programme evaluation. There are many actions your team can consider. You may not need all these steps, or you may devise others that are more relevant to your country’s context: – Identify what data has been collected in schools, districts, provinces; who holds the data; and what analysis has been done. Obtain copies of reports or, if you can handle it, the raw data. – Set up data collection surveys and methods. In Peru, they used telephone surveys, but email or online surveys could also be used, depending on your context. Check also with development partners, as they may be carrying out relevant surveys, such as this one from UNESCO, and may be able to share data with you.21 – Liaise with education officers at all levels. Take care to learn from the experience in Peru, where initially teachers and head teachers were asked for so much information from different levels of the education system (national, provincial and district) that there was a good deal of duplication and teachers became overwhelmed. – Remember to design your survey instruments to collect sex-disaggregated data so that you can monitor equity from a gender perspective. You should also make a special effort to identify the accessibility of edTV by children with special needs as well as remote dwellers. – Include gender advisers in this monitoring and evaluation team to ensure that sex-disaggregated data is collected and the views and circumstances of men and women, boys and girls are measured equally. – Make plans to identify who needs access to the findings from your data analysis. The MoE M&E Unit in Peru noted the importance of not only collecting data on access and learning, but also responding to the information gathered. Analyse the data to identify any areas where remedial action needs to be taken and pass this information on to the Department responsible. Remote Learning Resource Pack 4: TV — Improving learning in existing edTV systems 34 Level IV pupil watches educational programs on television, Bangladesh Photo: UNICEF, Muhamed Khaliduzzaman 6. Managing your costs to achieve value for money. Television is one of the most expensive media to use for education, due to the number of highly trained production and technical staff involved as well as the dedicated equipment and transmission technology. Ongoing transmission fees can make edTV cost-prohibitive outside of emergency measures. However, as already mentioned, edTV can reach students who do not have internet access and can be important in achieving specific learning outcomes. There is a different cost-structure with educational technology and capital costs to start education broadcasting can be very high, so it is important to plan appropriately according to the funding available. 6.1. Transmission & distribution costs. Broadcasters, both national and local, work on a cost-recovery or commercial basis and charge for transmission of all external programming. Education programming is seen as an important revenue generating stream for broadcasters in many countries. The cost of transmission may have been provided by national or private broadcasters free of charge as part of the government response to the 2020 global pandemic, but this situation is unlikely to continue indefinitely. In order to reach all students, you may need additional distribution channels such as video or USB. These forms of distribution can carry high costs as they involve physical transport to remote areas. Remote Learning Resource Pack 4: TV — Managing your costs to achieve value for money 35 6.2. Programme production costs. Earlier it was noted that edTV programming typically falls into one of three types. Costs will be different for each type. Production costs vary widely and depend upon the complexity of the programme being produced and as the complexity of the production increases, so do the costs. In all cases there will be personnel costs which may be Ministry of Broadcaster staff or consultants. During post-production there will be editing costs and translation and dubbing costs if you need to make programmes in more than one language. Editing of subtitles and adding sign language will also add a cost. Costs. Live programmes. Costs of edTV production are dependent on the style of the This is when a teacher gives a lesson live from a classroom programmes selected and the setting or TV studio. This can be a fairly low cost option in complexity of the content and terms of production as simple equipment and fewer staff are presentation method. The more required. There is no editing requirement. technical experts involved, the higher the costs – but likely the better the programme! Pre-recorded programmes. The cost depends on the licence. If you are able to source relevant open education resource under Creative Commons licences then this programming could be free. Some TV programmes carry high licence fees. Pre-recorded programmes may require some editing to contextualise to your curriculum or context, or even to add sign language. In these cases, there would be costs for editing. Edutainment. Edutainment, which combines educational content in the form of entertainment, is likely to have the highest production costs as more people are involved such as professional presenters and characters as well as designers, animators or puppeteers. These programmes also need extensive editing which requires the hiring of edit studios and editors. It was noted in Section 2 that the Ubongo programme, which is broadcast in 31 African countries, reaches large numbers of children and benefits from economies of scale. This programme reports per-person, per-year costs of 1 cent. 22. Remote Learning Resource Pack 4: TV — Managing your costs to achieve value for money 36 Revision studies while watching EduTV channel in Kenya Photo: UNICEF, Brian Otieno/ STORITELLAH.CO 6.3. Economies of scale. EdTV benefits from economies of scale and this is an important cost consideration. Whilst the production costs for programming might be high, once TV lessons are developed, they can be used repeatedly for subsequent years, as long as the curriculum stays the same. EdTV can reach more children without a corresponding increase in cost per learner. This means that you can add substantial numbers of viewers to a TV lesson and the overall costs do not increase; the costs per learner actually decrease. Compare this to a school classroom, where there comes a point when you cannot add additional children to the class and have to have a new class, with a classroom and a teacher and all the other services provided in schools. 6.4. Supplementary materials and support. EdTV can be low on learner interaction unless additional channels are put in place. These could include phone-in response lines or make use of social media platforms. Any of these require additional people to manage student responses and channel questions to the presenters or programme producers and more people means increased cost. There is also the cost of your communications strategy, which is part of this support. This includes sharing clear and updated information on schedules and programme grades and subjects with your audience. The cost of your communications strategy also has to be factored in as well as general information and PR about the edTV programming. It is important to understand that edTV interventions with the lowest per-learner costs are those that provide only TV lessons and no other support or learning resources. These do not factor in teachers’ salaries, which are a large cost-component. Remote Learning Resource Pack 4: TV — Managing your costs to achieve value for money 37 Girl following an educational TV programme at home, Indonesia Photo: UNICEF, Firdaus Syahril 6.5. User costs. Whether streaming video content online or through a TV, there are cost considerations for households as well as teachers. These include devices, data expenses (for streaming and/or providing support to students), and electricity costs. Creating partnerships with telecommunications companies to zero- rate site access for video content can help mitigate data costs. Other strategies to ensure lower- income students can access content could be to include data costs as an allowable expense in cash transfer programs or provide offline access to multimedia material, like in the example of Myanmar’s DBE boxes. 6.6. Development partner funding. Education technology history includes examples of unsustainable experiments with donor-funded, system-wide edTV interventions in developing countries during the 1960s, 70s and 80s. The one thing literature on these early edTV systems provides is information on costs, which has been missing for studies published after 2000. 23 The early programmes demonstrated that edTV can impact positively on learning outcomes at a lower cost than classroom-based learning. Note, though, that nearly all these programmes (e.g. El Salvador, Cote d’Ivoire, Colombia, Niger, India and American Samoa) were not sustained when development partner funding ceased. EdTV programmes in Brazil and Mexico were sustained by government and continue to this day. Remote Learning Resource Pack 4: TV — Managing your costs to achieve value for money 38 6.7. Post-COVID funding considerations. During COVID-19 responses to school closures, many countries received funding for alternative measures including edTV to ensure learning could continue. This funding may not be available in the future. There may also be reductions in the education budget as national economies have suffered a downturn due to the pandemic. You should be careful of hidden costs, such as the cost of airtime provided by national or private broadcasters. They may have been provided free of charge as part of the government response to the 2020 global pandemic, but these organizations work on a cost-recovery or commercial basis and will ultimately need to charge for transmission and broadcasting. Another hidden cost to consider is the provision of electricity in schools. The cost of providing electricity during the global pandemic has fallen to parents, but when schools re-open, edTV will not be available in the many rural primary schools that lack power. Other forms of power provision will be needed such as solar or diesel generators. A useful resource on costing open schooling. It is beyond the scope of this resource to go into detail on how to This resource from the cost edTV other than to say that your team will need to look at the Commonwealth of Learning speaks comparative costs between providing remote learning through more broadly to costing open edTV and other educational technologies such as radio, print and schooling programmes, not just online learning. And costs will need to be viewed in the light of edTV. It covers essential costing effectiveness of the teaching and learning process and learning information. It is set out as a outcomes for students. workbook with exercises. Cost and Financing in Mexico’s Telesecundaria program provides an idea of cost Open Schools is available at considerations for your team. In terms of physical inputs, each school http://hdl.handle.net/11599/42 requires a building, TVs, a satellite dish and a receiver. The program itself is targeted at rural areas where secondary school access is limited, population density is low, and/or there are difficulties in resourcing the school (i.e. teachers). 24 Many of the schools therefore do not have reliable electricity and use alternative power sources, such as solar photovoltaic (PV) systems. 25 Cost considerations include future access to the national power grid, but also training for communities on maintaining renewable energy infrastructure. Regarding content and human resources, there are initial investment costs to produce videos and recurrent costs to operate the schools (ie. teacher salaries). 26 The program is financed by the federal government with states receiving the funds. 27. Overall, the cost per student in a Telesecundaria is lower than it would be to resource a standard school given the context described. 28 When conducting cost comparisons for a similar model, your team could consider the target districts or regions and how their contexts may change input costs. Remote Learning Resource Pack 4: TV — Managing your costs to achieve value for money 39 7. Looking ahead. UN agencies are predicting that the events of 2020 will have a dire impact on economic growth, which will result not only in greatly reduced education budgets in the coming years, but also a strong possibility of reduced support from development partners for education. In addition, job losses and declining remittances will impact families’ ability to pay school fees. All of these conditions point to an increasing need to ‘do more with less’ and existing relevant edTV content can assist with that. 7.1. Build resilient education systems that withstand shocks and emergencies. Education systems are vulnerable to natural disasters, the climate emergency, conflict and community-based infectious diseases. Learning from the Ebola breakout in West Africa in 2014 informed the response to COVID-19 and has shifted the debate from whether to adopt technology- enabled instruction to how technology can best enhance teaching and learning in school and at home. EdTV has proved that technology can be mobilized quickly to meet a global pandemic in over 100 countries and could continue to form an integral part of any national education system to help increase resilience to future shocks and emergencies. This could be done by making edTV programmes available permanently through an on-demand system and ensuring that teachers are trained to integrate edTV in both classroom and remote teaching. Also, by integrating edTV with other digital media such as social media networks and communications as well as online and mobile learning. And let’s not forget printed guides and workbooks. Ministries of Education can consider using the extensive edTV content developed during COVID-19 beyond the short term as has proven effective in Mexico, Brazil, South Africa and Tanzania to name a few. It is important to have edTV programming curated and available in case of future school closures and not have to rush into emergency programme development as happened in 2020. 7.2. Support blended learning and catch-up when schools reopen. The rapid response to school closures resulted in over 100 countries developing edTV programmes. These are now an excellent learning resource which can be leveraged for use in the classroom, and to support catch-up programmes to mitigate learning losses that occurred while children have been at home. It is likely that when schools re-open there will be a more blended approach to teaching and learning which can benefit from using the resources developed during 2020 including edTV programmes. In blended learning, children may attend school for only part of the week but continue their studies at home for part of the week. Resource based learning using edTV and any other media which is accessible to teachers and students can be used to support blended learning. Remote Learning Resource Pack 4: TV — Looking ahead 40 Teacher supports local children watching ‘School at Home’ in Cote d’Ivoire Photo: UNICEF, Frank Dejongh It is possible to archive all education television programming on online platforms (e.g. edTV websites or YouTube channels) so they can easily be reused as on-demand content. Consideration will be needed on guidance and incentives for educators to integrate education broadcasting into lesson plans and blended approaches as schools reopen. As schools reopen, plan for formative classroom assessment so teachers can adjust their instruction to their students’ level and to provide constructive feedback to students, which is crucial for learning recovery. Large-scale assessment is best suited to support informed system-wide decision-making to support schools and students. This includes informing resource allocation to schools and students who need it the most even in the context of tight financial restrictions due to economic repercussions of the pandemic. Likewise, high-stakes examinations used for certification of studies or selection to the next level of education may need to be adjusted in the context of schools reopening. Kenya. While schools were closed, the Kenya National Examinations Council planned a census-based national large-scale assessment to be administered immediately after schools reopened to help teachers understand students’ learning status. Remote Learning Resource Pack 4: TV — Looking ahead 41 Child studying at home with educational TV channel EDU TV, Kenya Photo: UNICEF, Brian Otieno/ STORITELLAH.CO 7.3. Provide for marginalized groups, especially out of school children and youth. Useful resources on reaching the most marginalized. There are not always sufficient places at upper secondary to meet the This recently published guide demand of a growing youth population who successfully complete by the UNESCO Chair for ICT in junior secondary. This causes increasing numbers of young people Development and EdTech Hub to be ‘pushed out’ of the education system. New educational TV provides guidelines and reflections programmes developed in 2020 can be used to expand access to on the use of digital technologies upper secondary through continued remote teaching with lower to provide more equitable costs. A study of the open schooling programme, which provides education. The guide is available at: https://edtechhub.org/education- printed guides, TV, radio and e-learning materials in Namibia showed for-the-most-marginalised-post- that the same results could be achieved by their students at two- covid-19/. thirds of the cost of regular senior secondary 29. EdTV programmes can also be used to support young people with challenges in Also look at this guide from the UNICEF Regional Office for South physically attending school through being disabled. Asia that focuses on the use of low- and no-tech modalities to reach the most marginalized. UNICEF Regional Office for South Asia. The guide is available at: https://www.unicef.org/rosa/ media/7996/file/Guidance%20 Continuity%20of%20Learning%20 during%20COVID-19%20-%20 Reaching%20All%20Children_ UNICEF%20ROSA.pdf Remote Learning Resource Pack 4: TV — Looking ahead 42 India. Providing equitable access. Television initiatives can promote equitable access to educational resources, which was a key objective in Telangana state in India, where the edTV and other technologies are used to provide programmes for marginalized groups. Telangana Social Welfare Residential Educational Institutions Society (TSWREIS) is an autonomous body under the Scheduled Caste Development Department of the state government, which runs residential educational institutions serving 150,000 students (two-thirds are girls). Their model is to support students via mobile technology and edTV and includes teacher training and support to parents. Existing monthly TV programmes were expanded to more regular broadcasts. About 10% of students could not access broadcast TV and these were supported by phone calls from teachers as well as 3-minute video micro lessons recorded by teachers and distributed on USB drives.30. 7.4. Address teacher shortages and absenteeism. Through the use of high-quality educational broadcasting, it is possible to provide national curriculum programming to remote schools where there are insufficient numbers of qualified teachers. This is also true for regions with high levels of teacher absenteeism. In Mexico, Telesecundaria students attend school every day and cover the same subjects and curriculum as traditional public secondary schools. However, the content is broadcast via television and students complete exercises under the supervision of a single generalist teacher instead of the usual eight or nine subject-specific teachers that other middle schools employ per grade. This helps to address conditions of teacher shortages, as well as reducing the per-pupil costs. Remote Learning Resource Pack 4: TV — Looking ahead 43 References. References used to prepare this Resource Pack. • Borzekowski, D. L. G., Singpurwalla, D., Mehrotra, D., & Howard, D. (2019). The impact of Galli Galli Sim Sim on Indian preschoolers. Journal of Applied Developmental Psychology, 64, 1-9. https://doi.org/10.1016/j.appdev.2019.101054. • Navarro-Sola, L. (2019). Secondary School Expansion through Televised Lessons: The Labor Market Returns of the Mexican Telesecundaria (p. 87) [Working Paper]. https://laianaso.github.io/laianavarrosola.com/Navarro-Sola_JMP.pdf. • UNICEF East Asia and Pacific. (2020). UNICEF Education COVID-19 Response Update – October. UNICEF. https://reliefweb.int/sites/reliefweb.int/files/resources/201028_eapro_education_response_update_0.pdf. • World Bank. (2020). Remote Learning, Distance Education and Online Learning During the COVID19 Pandemic: A Resource List by the World Bank’s Edtech Team (English). World Bank. http://documents.worldbank.org/curated/en/964121585254860581/Remote-Learning-Distance-Education- and-Online-Learning-During-the-COVID19-Pandemic-A-Resource-List-by-the-World-Banks-Edtech-Team. • World Bank. (2020). How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic [Text/HTML]. World Bank. https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote- learning-during-the-covid-19-pandemic. Remote Learning Resource Pack 4: TV — References 44 Endnotes. About UNICEF’s remote learning 10. Biswas,K; Asaduzzaman, T.M.; Evans, D.K.; Fehrler, S; Resource Packs. Ramachandran, D; Sabarwal, S. (2020). TV-Based Learning in Bangladesh: Is it Reaching Students?. World Bank. 1. Dreesen, T., Akseer, S., Brossard, M., Dewan, P ., https://openknowledge.worldbank.org/handle/10986/34138 Giraldo, J.-P., Kamei, A., Mizunoya, S., & Santiago Ortiz Correa, J. (2020). Promising Practices for Equitable Remote Learning. Emerging lessons from COVID-19 Preparing for educational television. education responses in 127 countries (Innocenti Research Briefs). UNICEF . https://www.unicef-irc.org/ 11. Hoang, H. P., Vinh, L. A., & Reimers, F. M. (2020). publications/1090-promising-practices-for-equitable- Vietnam—Hoc Tren Truyen Hinh (Distance learning remote-learning-emerging-lessons-from-covid.html through TV Broadcasting) (English). World Bank. http://documents1.worldbank.org/curated/en 2. World Bank (2020). Education TV Knowledge Pack with /848771599124103455/pdf/Vietnam-Hoc-Tren-Truyen- a focus on low resource settings. http://pubdocs. Hinh-Distance-learning-through-TV-Broadcasting.pdf worldbank.org/en/267791593613610668/Education- TV-Knowledge-Pack-WorldBank-Edtech-Team.pdf 12. UNESCO. (2020, June 15). UNESCO Strengthens Distance-learning in Cambodian Education System during COVID-19. UNESCO. https://en.unesco.org/ What is educational television? news/unesco-strengthens-distance-learning-cambodian- education-system-during-covid-19 3. Trucano, M. (2014, February 12). Interactive Educational Television in the Amazon [Blog Post]. World Bank. https://blogs.worldbank.org/edutech/interactive- Improving learning in existing edTV systems. educational-television-amazon 13. Google’s Loon Balloons. https://theconversation.com/ kenyas-internet-balloons-could-help-to-bridge-the-digital- Why use television for remote learning? divide-142565 4. UNICEF . (2020). COVID-19: Are children able to 14. E-Accessibility Policy Toolkit for Persons with Disabilities. continue learning during school closures? [Factsheet]. http://www.e-accessibilitytoolkit.org/toolkit/technology_ UNICEF . https://data.unicef.org/resources/remote- areas/television learning-reachability-factsheet/ 15. Ngabonzima, E., Isimbi, R., Mwali, MM., & Pellini, A. 5. World Bank. (2020). Rapid Response Guidance (2020) Leaving no one behind: technology and the Note: Educational Television & COVID-19. World education sector response to COVID-19 in Rwanda. Bank. http://documents.worldbank.org/curated/ EdTech Hub. https://edtechhub.org/2020/07/10/leaving- en/659411587145759242/pdf/Rapid-Response- no-one-behind-technology-and-the-education-sector- Guidance-Note-Educational-Television-COVID-19.pdf response-to-covid-19-in-rwanda/ 6. Watson, J., Hennessy, S., & Vignoles, A. (2020). 16. Making Television Accessible. https://www.itu.int/en/ The relationship between educational television and ITU-D/Digital-Inclusion/Persons-with-Disabilities/ mathematics capability in Tanzania. British Journal of Documents/Making_TV_Accessible-English.pdf Educational Technology, 0(0), 1–21. https://doi.org/10. 17. Munoz-Najar, A. (2020). Peru: Aprendo en Casa 1111/bjet.13047 (I Learn at Home). World Bank. http://documents1. 7. Watson, J., & McIntyre, N. (2020). Educational Television: worldbank.org/curated/en/920061598351759240/pdf/ Rapid Evidence Review. World Bank EdTech Hub. https:// Peru-Aprendo-en-Casa-I-Learn-at-Home.pdf edtechhub.org/wp-content/uploads/2020/07/RER-TV.pdf 18. Egyptian Knowledge Bank. https://int.ekb.eg/ 8. Watson, J., Hennessy, S., & Vignoles, A. (2020). 19. Online education resources. https://aprendoencasa. The relationship between educational television and educacion.es/familias/profes-en-casa/ mathematics capability in Tanzania. British Journal of Educational Technology, 0(0), 1–21. https://doi.org/10. 20. Innovations for Poverty Action (IPA). (2020, November 1111/bjet.13047 10). Using Data to Inform Education Programming in Peru During COVID-19. Innovations for Poverty Action. 9. Tharaphy Oo, K. (2020, June 6). Schools without internet https://www.poverty-action.org/impact/using-data- in Arakan, Chin get tech work-around for continued inform-education-programming-peru-during-covid-19 learning. Burma News International. https://www. bnionline.net/en/news/schools-without-internet- 21. https://bangkok.unesco.org/content/unesco-survey- arakan-chin-get-tech-work-around-continued-learning teachers-asia-pacific Remote Learning Resource Pack 4: TV — References 45 Endnotes. Managing your costs to achieve value for money. 22. Watson, J., Hennessy, S., & Vignoles, A. (2020). The relationship between educational television and mathematics capability in Tanzania. British Journal of Educational Technology, 0(0), 1–21. https://doi.org/10. 1111/bjet.13047 23. Bradley, J., & Yates, C. (2000). Basic Education at a Distance. Commonwealth of Learning and Routledge. http://oasis.col.org/handle/11599/145 24. Fabregas, R. (2019) Broadcasting Human Capital? The Long-Term Effects of Mexico’s Telesecundarias at https://cega.berkeley.edu/wp-content/uploads/2020/03/ Fabregas_PacDev2020.pdf 25. Craig, D., Etcheverry, J., & Ferris, S. (2016). Mexico’s Telesecundaria Program and Equitable Access to Resources. McGill Journal of Education, 51(1), 657–666. https://www.erudit.org/en/journals/mje/1900-v1-n1- mje02648/1037364ar/ 26. Gaible, Edmond and Mary Burns. (2005). Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries. infoDev / World Bank. http://www.infodev.org/ en/Publication.13.html 27. Calderoni, 2007 in Fabregas - Broadcasting Human Capital? The Long-Term Effects of Mexico’s Telesecundarias at https://cega.berkeley.edu/wp-content/uploads/2020/03/ Fabregas_PacDev2020.pdf 28. Fabregas, R. (2019) Broadcasting Human Capital? The Long-Term Effects of Mexico’s Telesecundarias at https://cega.berkeley.edu/wp-content/uploads/2020/03/ Fabregas_PacDev2020.pdf 29. Mensah, F . J. (2006, October 30). Is NAMCOL Cost Efficient? [Conference Paper]. The Fourth Pan-Commonwealth Forum on Open Learning (PCF4). http://pcf4.dec.uwi.edu/viewpaper.php?id=240 30. Zacharia, S. (2020). India (Telangana): Remote learning and village learning circles for disadvantaged students (Education Continuity Stories Series). World Bank. http://documents1.worldbank.org/ curated/en/593311602484323396/pdf/India-Telangana- Remote-Learning-and-Village-Learning-Circles-for- Disadvantaged-Students.pdf Remote Learning Resource Pack 4: TV — References 46 Learning Resource 1. Decision Tree for EdTV Quick Start. Is TV penetration greater than Consider internet and device penetration other remote or more than 50%? learning tools. Do you have the technical Do you have ready expertise for edTV education video content for broadcasts? all grades and subjects? Leverage existing Leverage and support teachers to: Reach out to local government agencies Assemble curriculum, syllabus, or international (IT Board) and experts textbooks, student learning objectives. providers to create (faculty and students content, or leverage Develop lesson sequencing from Polytechnics) with master teachers aligned to curriculum. TV broadcast expertise to film simple ‘live and equipment. Align video content to the TV scripts. broadcast’ lessons. Develop TV lesson scripts. Develop TV schedules. Establish support structures for students, Develop TV lessons for parents/caregivers, teachers (e.g. helplines). broadcasting (e.g. 2-week cycles). Establish feedback loops Enhance TV lesson content (e.g. helplines, online forms). (e.g. edit content, subtitles). Work with media regulatory Develop and deploy authority/TV operators (public and private) communication strategy. to broadcast edTV channel widely. Start edTV broadcasting. Establish short-term edTV Establish medium/long term (e.g. using feedback, adding more evaluation systems to grades, subjects, TV channels). improve edTV. Zacharia, S., World Bank, & Edtech team. (2020). Education TV Knowledge Pack (WorldBank Edtech Team). World Bank. http://pubdocs.worldbank. org/en/267791593613610668/Education-TV-Knowledge-Pack-WorldBank-Edtech-Team Remote Learning Resource Pack 4: TV — Learning Resources 47 Learning Resource 2. Television Open Education Resources – OER. ALECSO OER. Sabaq • Hub on OER commons of Arab countries. • Pakistan OERs. • For all levels. • Provides video lectures that are focused on the • Various subjects; mostly Arabic. Pakistani curriculum and delivered in simple Urdu so that the students can easily understand • ALECSO OER | OER Commons. them. Their videos cover all topics in Islamabad, the Punjab, Sindh, Khyber Pakhtunkhwa and Balochistan education boards. All their video Directory of Open Educational lectures are also available on DVDs. Resources (DOER). • Urdu and English. • A product of the Commonwealth universities and educational institutions that provides • For K-12. OER for Higher Education, Open Schooling, • Variety of subjects. Teacher Education, Technical and Vocational • Available online and offline. Skills Development. • https://sabaq.pk. • Various subjects and learning levels. • English. • http://doer.col.org. Search engine: https://search.creativecommons.org. Khan Academy. • Use this to search for available material. • Offers practice exercises, instructional videos, and a personalized learning dashboard that TedTalks. empower learners to study at their own pace in and outside of the classroom. • Most of the videos are Creative Commons; however license may be required to show to • Online and offline access. groups (see policy: https://www.ted.com/ • Mobile app available. about/our-organization/our-policies-terms/ • Mostly OER (CC-BY). ted-talks-usage-policy). • Available in several languages (Listed in WB doc). • Main subjects: languages, Arts, STEM, social studies and humanities. Videvo. • https://www.khanacademy.org. • Videvo offers free stock videos and motion graphics for use in any project. You may use these video clips free of charge, in both personal OER Commons Videos for the and commercial productions. Video clips that Classroom College. carry the Creative Commons 3.0 license must be attributed to the original author. • https://www.oercommons.org/ curated-collections/570. • https://www.videvo.net. YouTube. • Can search for Creative Commons material through filter. Remote Learning Resource Pack 4: TV — Learning Resources 48 Learning Resource 2. OER Resources in Spanish. From Ministerio de Educacion Y Formacion Profesional. (2021). Profes en casa [Aprendo en Casa]. https://aprendoencasa.educacion.es/familias/profes-en-casa. Mathematics. • Mathematical pills : YouTube channel with short • José Ángel Murcia channel : YouTube channel videos on contents of ESO and Baccalaureate. with videos on Mathematics content with a • lasmatematicas.es : Juan Medina Molina’s playful approach for Primary. YouTube channel, with YouTube videos on • Learning Mathematics with Malena : Malena Mathematics content for ESO, Baccalaureate Martín’s YouTube channel with videos about and University. Another channel of this same Mathematics materials and games for Infants professor where you can find more videos and Primary. about Mathematics is Shurprofe. • Alfonso Educator: Alfonso González’s Youtube • I learn : YouTube channel with videos about channel with videos on Mathematics content Mathematics, Physics and Technology content for Infants, Primary, ESO and Baccalaureate. for ESO. They are organized by levels. • Las Mates de Mila : YouTube channel of Mª • Juan Francisco Hernández channel : YouTube Milagros Puerta with videos on Mathematics channel with videos on Mathematics and content for ESO and Baccalaureate. Physics contentfor ESO and Baccalaureate. • Mathematics without more : David Armenteros EBAU challenges and tests are included. web page, with videos on Mathematics content • Javier Valdés channel : YouTube channel with for ESO and Baccalaureate. They are organized videos on Mathematics and Chemistry content by levels. for ESO and Baccalaureate. • Aprendemanía : YouTube channel with videos • Mates con Andrés : YouTube channel with about Mathematics (and other subjects) for videos on Mathematics content for ESO and ESO and Baccalaureate. Baccalaureate. It has a section of videos on the 2nd Baccalaureate syllabus. You can find a list of videos, organized by topic, for this course at Language. this link. • Ameicuentosanimados : YouTube channel • Miguemáticas : YouTube channel with videos on of the World Association of Early Childhood Mathematics content for ESO and Baccalaureate. Educators (AMEI-WAECE) with stories and many more resources to educate. For Infant • Gervafernández channel : YouTube channel and first years of Primary. with videos on content of Mathematics and other scientific areas for ESO. • Beatriz Montero storyteller: YouTube channel with stories and other audiovisual resources for • Mates by your side : Manuel Domínguez’s Infant and first grade students. YouTube channel with videos on Mathematics content for 2nd year of Baccalaureate. • #Lenguaen3minutos : Youtube channel of Domingo Chica Pardo with short videos on • Professor10demates : YouTube channel various contents of Language for ESO. with videos on Mathematics and Physics and Chemistry contentfor ESO and Baccalaureate. • Language with ICT enters : Quique Castillo’s YouTube channel with videos on Spanish • Maths4Everything : YouTube channel with Language and Literature content for ESO videos on Mathematics content for ESO and Baccalaureate. and Baccalaureate. • El Edén de los Cínicos : Pedro Moriche’s • Derivating : Youtube channel of Eduardo Sáenz YouTube channel with videos about Language and de Cabezón, with videos to learn Mathematics Philosophy content for ESO and Baccalaureate. in an enjoyable way for ESO and Baccalaureate. Remote Learning Resource Pack 4: TV — Learning Resources 49 • Carlos López Morante channel : YouTube • FQ Experimentos : YouTube channel with channel with videos on Spanish Language and videos with homemakers to learn Physics and Literature content for ESO and Baccalaureate. Chemistry, Biology and Mathematics. For ESO • Pablo Poó Gallardo: YouTube channel with and Baccalaureate. videos on Spanish Language and Literature • NPR’s Skunk Bear: YouTube channel with content for ESO and Baccalaureate. popular science videos in English with Spanish subtitles. For Primary, ESO and Baccalaureate. Geography and History. • The Cradle of Halicarnaso: YouTube channel Physical education. of José Antonio Lucero with videos on content • Teacher Mister Alonso: Youtube channel of History and culture in general for ESO. about English and Physical Education for Primary. • History in Comments : Carlos González’s • Physical Education at Home : compilation YouTube channel with videos on Geography of Physical Education videos for 1st, 2nd and and History content for ESO and Baccalaureate. 3rd grade of Primary, from the CRA La Abadía • Geles Fernández channel : YouTube channel (Castilla y León). with videos on Geography and History content • Lucía Quintero channel : YouTube channel for ESO and Baccalaureate. with videos on Physical Education content for • History Lessons : Rosa Liarte’s YouTube channel ESO and FP. with videos on Geography and History content for ESO. Music. • Academia Play: YouTube channel with videos on History content with a playful approach. • Jaime Altozano channel : Youtube channel with videos of various kinds about Music for Primary and Secondary Education. Philosophy. • A little bit of everything ... Innovating in the • Unboxing Philosophy: Daniel Rosende’s classroom : Cristina Tormo’s YouTube channel YouTube channel with videos on content on with videos on Music content for Conservatory, Philosophy and Ethical Values for ESO and ESO and Baccalaureate. Baccalaureate. • Musikawa : Antonio J. Calvillo’s website • Reading History of Philosophy: YouTube with videos on Music content for ESO and channel of Fernando Puyó with videos about Baccalaureate. Philosophy content for High School. • DonLuMusical : YouTube channel with musical games, choreography, songs, etc. • Little Mozart : YouTube channel with songs Sciences. and resources for music education. • La Hiperactina : YouTube channel with popular • Toni Gallart : Youtube channel with sheet science videos, explained in a simple and music with visual reinforcement to help learn enjoyable way. to read music. • Plato’s Robot : YouTube channel with videos on scientific content. • Give Yourself a Volt : YouTube channel with Orientation. popular videos on Physics. • Juan Morata channel : YouTube channel • Quantum Fracture : YouTube channel with videos with short videos on study techniques, with animations on Physics, in a casual style. academic and professional guidance, etc. • On the Road to Science : YouTube channel with popular videos that treat various scientific topics in an entertaining and fun way. Remote Learning Resource Pack 4: TV — Learning Resources 50 TIC. Various. • Raúl Diego channel : YouTube channel with • Aaron Asencio channel : YouTube channel videos on the use and operation of various with videos on content of Language, Mathematics applications and digital tools. and Natural and Social Sciences for Primary. • eLMformación : YouTube channel with video • Bea Cerdán channel : YouTube channel tutorials of tools related to ICT in training and with varied videos organized by levels education. and / or subjects, for Primary. • Youtube channels of OSI and IS4K : channels • La Eduteca : YouTube channel with videos with videos on various issues related to on various content aimed at Primary Internet security. school students. • Andújar Orientation : YouTube channel with videos with children’s songs, stories, riddles Technical Drawing. and other resources for Infant and Primary. • Arturo Geometría : YouTube channel of Arturo • Happy Learning Spanish: YouTube channel with Montero with videos on contents of Technical educational videos for primary school children. Drawing for ESO and Baccalaureate. Also in • unProfesor: YouTube channel with videos on English at Arthur Geometry. content belonging to different curricular areas for Primary and ESO. Vocational Training. • Unicoos : YouTube channel with videos on content of Mathematics, Physics, Chemistry, • Antonio Guirao channel : YouTube channel Technical Drawing and Technology for ESO, with videos directed at the Training and Baccalaureate and University. Labor Orientation and Business and Entrepreneurship modules. • SciShow Kids : YouTube channel with videos in English about curiosities about history, science, etc. For Primary students. English. • Super Simple Songs - Children’s Songs in English: YouTube channel with videos with children’s songs in English for Infant and Primary • Classic children’s stories in English: YouTube channel with videos that tell classic stories in English. Audio and text included. • KidsTV123 : YouTube channel with videos with songs in English for Infants and Primary. • Oxbridgebaby: YouTube channel with videos in English for Infants and first years of Primary. • Learn English with Emma : YouTube channel with videos about content in English for Secondary and Baccalaureate. • BBC Learning English: BBC YouTube channel with videos on different topics to learn and practice English. • TED-Ed : YouTube channel with educational videos in English on different topics. They include subtitles. • Everyday Grammar TV: YouTube channel with videos on grammar content of the English language. Remote Learning Resource Pack 4: TV — Learning Resources 51 Learning Resource 3. National Educational Television Programmes. From World Bank. (2020). Remote Learning, Distance Education and Online Learning During the COVID19 Pandemic: A Resource List by the World Bank’s Edtech Team (English). World Bank. http://documents.worldbank.org/curated/en/964121585254860581/Remote-Learning-Distance-Education-and-Online- Learning-During-the-COVID19-Pandemic-A-Resource-List-by-the-World-Banks-Edtech-Team. Name. Country. Description. Age Format. Mobile Language. Grade. App? Sesame 150 Sesame Street is an educational children’s television Ages TV, Yes. English, Spanish, Street countries. series that combines live action, sketch comedy, animation 3-5. radio, Portuguese, German, Dutch, and puppetry. It is produced by Sesame Workshop. The online. French, Arabic, Japanese, program is known for its engaging child friendly programs Chinese, Hindi, Bangla, communicated using Muppets characters, and includes Dari, Pashto (Afghanistan), short films, with humor and cultural references relevant Afrikaans, English, Zulu, to the country. The series first premiered in 1969. Now, Xhosa, Swazi, Ndebele, contextual versions of Sesame Street are developed land Sesotho, Northern Sotho, aired locally in countries across the world. Tsonga, Tswana and Venda. Ubongo 31 Ubongo leverages the power of entertainment, the reach PreK-9. TV, Yes. Kiswahili, English, African of mass media, and the connectivity of mobile devices to Ages radio, Kinyarwanda, Thai, countries. deliver effective, localized learning to African families at 3-14. online. French Hausa. low cost and at scale. Aula Em Casa Brazil. Initiative of the State of Amazonas e Pará to support 6-12. TV, No. Portuguese. Amazonas remote learning through TV (the Brazilian Amazon region online. has a long tradition of this, going back to the 1970s). The content is also available on its YouTube channel, and complemented with its online platform hosted on the ministry of education website. Chinese China. China Education Television’s CETV4 “Same Class” PreK-12. TV, -. Chinese. Network began its live broadcast on February 10, 2020 and has online. Education invited nearly 100 ‘famous’ schoolteachers to teach the Television curriculum content across all levels of school education. It (CETV4) has committed to provide high-quality curriculum content to students throughout the country during the pandemic. Swayam India. Ministry of Human Resource Development (MHRD) has 6-12. TV, Yes. English, Urdu. Prabha launched this group to run 32 educational TV channels on Higher online. 24x7 basis. CIET, NCERT disseminates curriculum based Education educational TV programs for students and teachers. These Teachers. channels are available for viewing across the country using DD free dish set top boxes and antennas. The channel schedule and other details are available on its website. TV Edukasi Indonesia. TV Edukasi (Education TV, formerly TVE) is an Indonesian K-12. TV, Yes. Indonesian, English. (Teleisi television station owned by Ministry of Education and Teachers. radio, Pendidikan Culture (MoEC). and began in 2004. Currently TV Edukasi online. Indonesia) has two channels: channel 1 for students and channel 2 for teachers. It is managed by Pustekkom, a semi- autonomous body under the direction of its MOEC. EduTV Kenya. Edu TV is an initiative of the Ministry of Education 1-8. TV, No. Kiswahili, English. (MoE) of Kenya in collaboration with Kenya Institute of radio, Curriculum Development (KICD) and Kenya Broadcasting online. Corporation (KBC) to provide educational learning via free to air TV channels. KICD has been using Edu TV since 2016 to provide supplementary education aligned to the school curriculum. Lessons will be broadcast on the KICD owned channel called “Edu Channel TV”. Schedules will be available on the KICD website. These broadcast TV lessons are also available on its YouTube channel called Edu TV Kenya. Remote Learning Resource Pack 4: TV — Learning Resources 52 Name. Country. Description. Age Format. Mobile Language. Grade. App? Korea Korea. EBS is the Korean public broadcasting organization K-12. TV, Yes. Korean, English. Educational that aims to inform, educate, engage, and enlighten radio, Broadcasting people. Complementing public education in Korea, EBS online. System (EBS) is dedicated to ensuring accessibility and openness in education for all. It supports educational television program broadcasting across the country. EduwebTV Malaysia. The national education television organized by Ministry K-12. TV, -. Malay, English. (TV of Education of Malaysia. Teachers. online. Pendidikan) TV Okey Malaysia. TV Okey is a Malaysian free-to-air television channel 1-12. TV, Yes. Malay. operated by the public broadcaster, Radio Televisyen online. Malaysia. It is also being used to air education programs for students during the COVID-19 school closures. Telesecundaria Mexico. This is the Mexican government’s initiative that integrates 6-12. TV, No. Spanish. different learning strategies focused on the use of online. educational television for secondary school students. It began in 1968 aimed at out-of-school students. Athaqafia TV Morocco. National television channel 4 named Athaqafia broadcasts PreK-9. TV, Yes. Hausa, French, educational lessons in Morocco. The Athaqafia channel Ages radio, Arabic, English. is set to broadcast lessons daily according to the regular 3-14. online. school curriculum. The lessons are also available on the digital terrestrial network TNT, Nilesat satellite, SNRT Live website and via a mobile application. Arryadia TV Morocco. Broadcasting and Television National Company (SNRT) Higher TV, Yes. French, Arabic, English. has dedicated its sports channel named Arriyadia TV to Education. radio, also broadcast university lectures for students. online. Taleem Ghar Pakistan. Platform that provides daily educational videos. K-12. TV, Yes. English, Urdu. Contents are classified by grades and subjects and online. are also downloadable (also includes an app). CIFRA Russia. The portal provides educational materials for self-study. 1-11. TV, -. Russian. Every week, new lessons will appear aligned with the online. textbook contents. Educational materials are organized in 6 subjects for students from grades 1 to 11. Ain channel Saudi Ministry of Education has organized Ain channel to be the K-12. TV, Yes. Arabic, English. Arabia. education channel for all grades. Students can gain access online. to their classes through 20 Ain channels on TV and Ain’s YouTube channel. EduClan Spain. This is a Spanish platform that offers digital learning PreK-5. TV, Yes. Spanish. resources for children between 3 to 10 years of age. Ages online. This has been developed in coordination with the 3-10. Spanish Ministry of Education and major players from the publishing industry. This content is also available on TV via ‘Apredemos En Casa.’ UNIAN Ukraine. “All-Ukrainian School Online” - lessons in 11 subjects for 5-11. TV, -. Russian. students in grades 5–11 classes. Classes appear on the online. schedule plate on a daily basis. Fairfax United Fairfax Network in Virginia creates free programming for K-12. TV, No. English. County States. educators to use in the classroom. The programs are also online. Public offered free to public television stations and cable systems Schools that serve school systems across the US. Program content covers a variety of topics across curriculum areas and grade levels, as well as exemplary instructional strategies to assist teachers with their practice. Remote Learning Resource Pack 4: TV — Learning Resources 53 Name. Country. Description. Age Format. Mobile Language. Grade. App? KQED United KQED is broadcasting a California state standards-aligned PreK-12. TV, -. English. States. educational television programming. This was developed online. to help schools and districts bridge the digital divide and provide equitable access to learning for all students at home, regardless of access to internet or computers. This runs on all weekdays. SCETV United South Carolina ETV (SCETV) is the state’s public K-12. TV, -. English. States. educational broadcasting network. SCETV provides radio, national and local educational programs to students online. at home (and classrooms during regular school days) via the internet through Knowitall.org, LearningWhy, and PBS Learning Media. WCNY TV United This is New York’s edTV programme that provides lessons K-12. TV, No. English. Classroom States. on the themes of ELA, math, science, health and physical radio, education, history, and social studies. online. WTU United Washington DC Teachers’ Union is partnering with Fox5, K-high TV, No. English. States. its sister station, FoxPlus WDCA-TV to air 30-minute school. radio, lessons on television for students during school closures. online. Rawafed TV West The Rawafed educational portal is set up to achieve the 1-12. TV, Yes. Arabic, English. Bank and goals of the Ministry of Education and Higher Education, online. Gaza. and to support quality teaching and learning. Rawafed TV broadcasts educational lessons for students to support remote learning. Remote Learning Resource Pack 4: TV — Learning Resources 54