This study develops guidelines for the use of television in nonformal education in developing areas of the world. Its recommendations are based upon analysis of three cases of television usage: in the formal educational system in El Salvador, in community development in village Alaska, and in nonformal education for parenthood in Bogota, Colombia.
The study begins with a selective review of the literature on nonformal education. Three basic approaches to the selection of goals, objectives and methods for nonformal education are developed from the conflicting orientations of Philip Coombs, Ivan Illich, and Paulo Freire. Statements are drawn from the literature on the use of media in nonformal education. A list of dimensions are developed along which educational television varies. Analysis of the cases is made through application of the dimensions and in light of the three basic approaches to nonformal education.
The three cases have been chosen to represent a progression in time and in philosophical digression from the traditional concept of educational television. Increasingly inexpensive and versatile television production hardware is applied to objectives which are increasingly divergent from those of traditional formal education. The Implications of these trends are summarized in a list of tentative guidelines which are submitted for the consideration of designers of subsequent television projects for nonformal education.