Abstract
M.Ed. (Media Studies)
The pertinent question which is asked in this study is what is
intended by the word "education" in a broadcasting context ;
especially if a broadcasting corporation such as the SWABC has
explicitly declared its selfimposed task to be to en tertain, to
inform and to educate.
It is being investigated how such education should be provided ;
how it should be organised and managed ; and whether it is at all
the task of the SWABC to educate, or whether the corporation is
not merely entertainment and information medium.
It seems that since the development of radio in the twenties and
of television in the fifties both radio and TV have been used
for educational, instructional and guidance purposes. From the
onset the formal component and the objectives were more clearly
defined than the non-formal, which have only in recent years
become better defined and have taken form as far as domain ,
methods, target, contents and purpose are concerned.
Non-formal ER and ETV are specialised broadcasting disciplines
which have developed a systematic and special methodology whereby
programmes modelled on scientifically identified learning needs
in the community are planned, produced, broadcast and utiIised.
This is more than just education; it has to be instructional in
the broadest sense of the word. Knowledge and expertise invaluable
to the human existence have to be conveyed. It also includes
values and norms.
Non-formal ER and ETV are targeted at adults and non-adults
outside a school and tertiary educational context. It moves on
both the pedagogical and the andragogical terrains and as a
broadcasting discipline will have to draw from both pedagogy and
the andragogy.
Non-formal ER and ETV cannot be planned and operated in isolation
by the SWABC. It has to issue forth from a national educational
and development strategy. Learning deficiencies and objectives
have to be determined and formulated on a national level.