Participatory Communication In Malaria Control

Target Theme: Community level communication can engage the most vulnerable people in strategies to prevent and treat malaria.

In the mission of malaria control the role of participatory communication is very important and this communication must be fullfilled the criteria of proper participatory communication because without genuine community understanding and participation with the malaria the external efforts will be fall down.

With the participation in malaria control in the local community they will be able to know about the causes and consequences of malaria which will help them a lot and by that they will find the possible solutions.

Another very important thing is that the community people heve to treat the malaria like a malaria disease but not like a fever.

And many rural pharmaceuticals people were trained for promoting the participatory communication in malaria control.

Communication around treatment needs to acknowledge the complex social and cultural environment to address these broader influences.

Let"s Have A Little Journey About The Comparison And Contrst Betwwen The Three Paradigm

Foundation Concept:

• In the modernization paradigm the media is the promotioner of the modern attitudes and innovations.
• In the dependency paradigm the media as a means to achieve autonomy.
• And in the participatory paradigm the dialogue is the centre of communication process.

Principle Key:

• In modernization the information is transforming to the large number of audience.
• In dependency the main key is to educate people and forge alliances among developing countries.
• But in participatory the main fact is sharing perceptions, knowledge and experience to achieve an action plan for the change.

Types of model [communication]:

• Modernization is one way communication.
• Dependency is one or two way communication.
• Participatory is two way communication.

PARADIGM AND TYPES OF PARADIGM WITH LITTLE INTRODUCTION

PARADIGM


A paradigm is a typical pattern or an example of something.

The Paradigm can be also defined as the idea of a mental picture and patterns of thought.

The concept of paradigm was initially introduced by Thomas Kuhn (1996).


TYPES OF PARADIGM

There consists three types of paradigm:

Like as-

Modernization paradigm

Dependency Paradigm

Participatory Paradigm

Modernization Paradigm

Modernization theory is the theory used to summarize modern transformations of social life. It’s the theory that assumes that with help, "traditional" countries can develop in the same ways "modern" countries did.

Modernization theory not only stresses the process of change, but also the response to that change.

But some communication experts thinks that it has widen the gap between first and third world countries. The third world countries depend even greater upon first world countries for survival.

In this theory the relation between media structure and content is ignored.
According to modernization theories, internal factors in the countries, such as illiteracy, traditional agrarian structure, the traditional attitude of the population, the low division of labor, the lack of communication and infrastructure, etc., are responsible for underdevelopment.

The poorer countries are only following the footsteps of the richer ones.
The role of communication was to promote the spread of values and attitudes of the developed countries.

Here communication is one-way, top-down process and just follow the traditional Sender-message-receiver model.

Dependency Paradigm

Communication in dependency perspectives was seen as a tool to educate the people and forge alliances among developing countries
The focus was on to mass media, which were expected to be placed under the supervision of the state.

This approach tended to ignore the dynamics within developing countries.
Media under the control of the state did not guarantee a more horizontal and people based flow of information.

Participatory Paradigm:


Participatory paradigm based on peoples participation started to gain ground and its importance of actively involving and accounting for people’s perceptions, opinions and beliefs in the decision making process.

Here the two way communication aiming to analyze and solving key issues.
Development agencies and international organizations are convinced of this approach.

The model of communication:
Decision maker A-Dialogue-Decision maker1


Communication is a process involving two or more parties within situations are addressed:

· Solutions identified
· Strategies designed and
· Agreed upon.
· A horizontal model of communication.
· A two way flow of information.

This model is gaining more and more significance in the developed world and its actually based on dialogue and here listening is as important as talking.

INSTRUCTIONAL TELEVISION IN EL SALVADOR [1970]

In El Salvador, one innovation, an educational reform including instructional television, has had a significant incremental impact on learning.

Instructional television played a significant role in El Salvador's efforts to reform grades 7, 8 and 9 of its educational system.

In 1969, with the help from the US Agency for International Development and other outside organizations, the El Salvador Ministry of Education launched a major education reform. It included, for the seventh, eight and ninth grades, curriculum reform, new student and teacher printed materials, bureaucratic reorganization, teacher retraining and television.


The goals of the reform were:

To increase enrollments,
Eliminate tuition in public schools,
Lower failure rates,
Retrain teachers,
Improve the curriculum,
And train students for service and technical careers.

Changes in the system at least partially attributable to the use of instructional television (ITV) included a tripling of public school enrollments, increased student achievement, the development of positive attitudes toward education and technology, the improvement of teaching, and the general raising of educational aspirations.

Other developing nations seeking educational reform can profit by following El Salvador's example regarding strong leadership and the use of a system approach, but should be cognizant of several attendant problems.

These include:

1) The difficulty of providing personnel and facilities to produce ITV programming;
2) The need to uncover better ways of implementing change in traditional societies;
3) Rising absolute costs, even when the system is cost-effective and
4) The tendency of students to maintain unrealistic educational aspirations and to adhere to an outmoded but prestigious academic curriculum.


Each classroom received three to five 20 minute weekly broadcasts in each of the five basic subjects. Student workbooks provided complementary text and exercises. Each teacher, many of whom were upgraded for primary school jobs, had been retrained for up to nine months in a subject specially, pedagogical technique and utilization of television.

Simultaneously, the newly reformed Third Cycle [as grades seven to nine are called in El Salvador] opened its doors to many more students. Free tuition, double sessions and a higher student/teacher ratio permitted a tripling of enrollment in the public schools.

Group Shareholders

Romana Islam
072012022

Shahriar Karim
081012026

Galib Md. Shahrear
073012005

Rashenda Aziz Mohona
073012018

Hasan Md. Shariful Haque [aranya]
073012019

FARM RADIO FORUM PROJECT = 19[41-65]

Farm Radio Forum, [1941-65], was a national rural listening discussion group project sponsored by the Canadian Association for Adult Education, the Canadian Federation of Agriculture and CBC.

The project is also called by the Canadian listening group project, the Farm Radio Forum, was the subject of great praise in its 25 year history before its demise in April, 1965.


The project was established in 1940 because of converging influences through a working agreement between three organizations—

•The Canadian Association for Adult Education,
•The Canadian Broadcasting Corporation,
•And the Canadian Federation of Agriculture.

Up to 27 000 persons met in neighborhood groups Monday nights, November through March, using half-hour radio broadcasts, printed background material and pre tested questions as aids to discussion of social and economic problems.


Farm Forum provided an antidote to the hard times of the 1930's economic depression, and meeting and discussing new ideas in neighbors' homes helped restore rural confidence, often leading to positive group action in the community. Farm Forum innovations included a regional report-back system, whereby group conclusions were collected centrally and broadcast regularly across Canada, occasionally being sent to appropriate governments.

In addition, discussion - leading to self-help - resulted in diverse community "action projects" such as co-operatives, new forums and folk schools. Farm and community leaders claimed that the give-and-take of these discussions provided useful training for later public life.

In 1952, UNESCO commissioned research into Farm Forum techniques. Its report was published in 1954, and consequently India, Ghana and France began using Canadian Farm Forum models in their programs.

Hasan Md. Shariful Haque [aranya]