ETHIOPIA
PROJECT

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In 2013, Shails Communication successfully completed a contract for the Ministry of Education, Ethiopia, for the production of 1,927 syllabus-based Educational Television Programs and Guides (for Teachers & Students), covering the entire curriculum of grades 9, 10, 11 & 12 for the subjects of English, Geography, History, Civics, Biology, Physics, Chemistry and Mathematics. An additional equal number of programs were produced exclusively for deaf students, incorporating Ethiopian Sign-Language Interpretation.

These television programs were produced in Canada, and exported in DVC-PRO video cassettes. The programs are currently being broadcast from Addis Ababa, Ethiopia, to Plasma television sets in classrooms in all public high schools across Ethiopia via MOE’s Satellite Broadcast Network. Each video episode is accompanied by Teacher’s & Student’s Guides in printed and electronic formats. The programs are transmitted live across entire Ethiopia.

The programs are also made available in electronic format for non-linear use.  The digitized versions of all the programs, along with the student’s guides, are served on-demand over broadband Schoolnet.  The objective is to provide crucial learner support so that students may access all materials for independent and interactive learning at their own pace.

Previously, in 2006, Shails Communication had produced and delivered 450 similar programs for Economics, Business and Technical Drawing.


SAMPLE PROGRAMS
Technical Drawing (video)
General Economics (video)
General Business (video)

TARGET AUDIENCE


WRITERS



PRESENTERS

     
The relevance, appropriateness and efficacy of the Distance Learning Materials developed by Shails Communication are recognized by independent study:

Ethiopian Journal of Education and Sciences - Vol 7, No.2 - 2012
Status of Satellite Television Broadcast - Kassahun, Zelalem & Simachew

ABSTRACT:
The objective of this study was to determine implementation status of satellite plasma television broadcast in Ethiopia from the perspectives of teachers. Specifically, it investigated the state of Mathematics and Science lessons implementation in 22 secondary schools in four regional states. The study employed descriptive survey method. A total of 444 teachers participated in the study. The study attempted to gather information from the respondents on variables related to the different phases of implementation of plasma lessons. Some of the issues of plasma lesson planning and organization were rated superior by the majority of the respondents. For instance, the plasma lessons were judged as well-planned by 90.9% of teachers and well-organized by 88.6% of teachers. As reported by teachers, plasma lessons were generally judged positively regarding the attention given to the needs of students. With respect to the scope and depth of the plasma lesson content covered, 70.4 % of teachers agreed that the depth was up to the level of the students. Relevance of the content covered was judged appropriate by 91.5% of teachers. The class work and homework tasks of lessons were judged as appropriate. In general, the inherent features of the technology were rated positively by majority of respondents.



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