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Where There Is No School: A New Transactional Model of Radio Instruction

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Abstract

After schools were re-opened in Chibok, Borno State of Northeast Nigeria, two years after they were shut down, Nigeria’s Cable newspaper, in its July 27, 2016 issue, reported that the students had “become academically poor,” after being away from school for so long.

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  • DOI: 10.1007/978-3-030-32369-1_5
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Fig. 5.1
Fig. 5.2

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Correspondence to Jacob Udo-Udo Jacob .

Appendices

Training and Equipping Facilitators

See Pictures 5.1 and 5.2

Picture 5.1
figure 3

Training for the 750 facilitators

Picture 5.2
figure 4

Distribution of workbooks to facilitators after a training

Facilitator Guide

See Pictures 5.3, 5.4, 5.5, 5.6, and 5.7

Picture 5.3
figure 5

Facilitator guide, page 1

Picture 5.4
figure 6

Facilitator guide, page 2

Picture 5.5
figure 7

Facilitator guide, page 3

Picture 5.6
figure 8

(Note A vast majority of the 750 TELA learning centers were located in very remote areas, thus making it difficult for our Monitoring and Evaluation [M&E] team to visit and collect daily attendance data. To make up for this, we designed an SMS-based reporting system where center facilitators could send attendance data and feedback via SMS at the end of each session. We were thus able to monitor attendance, obtain feedback and also assess the popularity of the programs in hard-to-reach areas almost in real time)

TELA Learning Center

Picture 5.7
figure 9

The TELA dolls were made by women in the local community. The dolls, which were created for each main character, helped to bond the children to the characters and their stories. The dolls soon became part of community stories and anecdotes, thus helping to further extend the program into the community

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Jacob, JU., Ensign, M. (2020). Where There Is No School: A New Transactional Model of Radio Instruction. In: Transactional Radio Instruction. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-32369-1_5

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