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UNITeO NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION

Development
of Educational Technology
in Central

and Eastern Europe

Studies

Division of Structures, Content, Methods

and Techniques of Education
Section of Methods, P_1 terials and Techniques

ED-77/WS/133
Paris, November 1977
Original : English

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(THIS IS A UNITED NATIONS

UNESCO PROJECT . U .N .
EDUCATIONAL, SCIENCE,
AND CULTURAL ORGANIZATION, WHICH DIRECTS
AMERICAN EDUCATION
DUE TO OUR MEMBERSHIP

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IN THE UNITED NATIONS .)

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E:) .77 f fs/1i i - pa!-," ,

Paris, November 1-77
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"The development of educational technology in the Central and ;astern

European countries", as cor~r_issioned by the U1T3SCO Secretariat, is wimn .arised
on the basis of the oral and written information s p - 1ied b the countries
having attended the ~,'udapes ,. International Ceminar on dgcational Technology
in 1975 . The countries involved are as follows t People's ?en ..blic of
^ulgaria , Socialist Republic of Czechoslovakia, "'enublic of `'inland, "e' t blic
or reece, Socialist Federal Perltblie o!' `..ru .;oslavie, ?eo ;.le's ."ient.t1 is of
Poland, People's _e zblic of -:ngary, "s rnan Democratic ;'enablic, Union of
Soviet Socialist em blics . . ;rata were also *,oplied by the Socialist . :_erublic of -.mania which could not particin?te in the Seminar .

gulm

exercising a decisive influence on the present strndarc':s o" the

T, a
application of ed,tca iona7 . e c no pair and the strategies a :i ra a o_ z s
s ed a o ve ara as followws
rther spread in rFe countries
r
a ./ the overwhelming majority of the countries represented /H out of 10/
are socialist states ;,

b ./ eL :ceot for the Soviet 'Jnion and Finland the naticrs concerned can be
classi :"ied into -the category of fairly developed countries from the
technological point of view .

:--e specific characteristics of

On the basis of the above factors some of t
the development of educational technology will be underlined . It f011 s from
e of the socialist s+r~ctt+re
of the state in tine countries c'nrerned
.
67, ?ca tona l s,r7 em i.s cep ra ize, : .
e-tcent inland an d Greece f__a'~ tth
or
centra state ncas. :res d.eThi creates an e ::te_i_ly favo-arable si_tuatio fn
possesses the means neces ,
'~'~let~
s ed to z.odorrize education
. T,'"o
. sooc s ate
based on solid tech,
meteiodology
a widespra i, use of
say
e pica ion or
.tcational
technology .
and
means
or
edl
nolopica1 fo md?tions and of the media
to
1e born by
des
with
increased
responsibilities
This fact, however, coir_c i
.
In
a
sitration
in
which
millions
of
the organs 3zngaged in ciecision-raking
students learn and hundreds of thousands of educationalists teach, on
bag is of =i_ igd eurrivila , decisions involving the d.evelo-:ment of the method
o be adopted in e6?ca+.ion and of the media and aids of educational technoloE
call for very thorough preparatory work . From the point of view of the dcvelopment of educational technology he soc
s : of telrv .on, ratio
'^
tha
able Vva_ti.on bWVse
ac
and
ar-,
to
a cc side ra _e e:.. t er 't, a'
n3 sc:001 x4dio are o erated contra
t . . a serv? ce o~ ed:tca won .

The socialist countries also have a substantial a dvai arr from the aspect of
r -tc' ? n-sex i (
e ~e t
''
~',e develonmeh o ed:_ca 3 onal technology 'e
,curric~1a
are
_n
addition,
re^t
on
a
unifona
basis
VP) ,~'
training o
.ools
<
of
scr
e
d'
f
rent
t-1
as
.~
~G
+uniform
in
the
individual
coun
rtes
T
We- V
':e ee e o pnient of edui a ; o-la '
etze on t :^e ctirrica lar a t? vies an
~_
y can bellshed co~;narativel ease .
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E7.77/{JS/li3 - rage 79
P:ris, November. 1977
Cr'.ninal : :.nglish
The organizational set tip of the a :: Ply of audio-v*.s:.al aids and materials
of vocational training is also easy to c'esc i:.e . ?elevar_t recearc.: : and planning are' the resnons bilities of the ?esearch Institute of Vocational Training
while production and distribution are in the hands of the Centre Supplying
Vocational Echools with Teaching Aids .
"Long distance" education is a comparatively new field and is the responsibility, in the first -ilace, of school radio and school television, h .:t t' a Natio_nal Centre for : ducat osial '.ethnology is also engaged with relevant research : .
The activities carried on by most institutes are of several direction . The
National centre ''or :]dt;cational Technology is restponsible, for instance, for
designing and nrcdaci'ng the audio-visual Materials, while the Centre Supplying
Vocational Schools with Teaching :ids is zn charge of teir prod :L .tion and di stritbution . In the case of school radio and school television both planning,
prod: . ;ticn and distr .uuzti on are in one hand . In the case of z;7 .1:~-_ o-visual materials and aids designed for Public education, more than one e1t?r? ri.se s engaged with production, since -the ? rodi:ction of the zero series is the responsibility of t: .e National Centre :'or Cducationl ^eclmoloa,r and serial Production i s i n "__e hands of the Teaching Aid Producing and Sales Corn-any
. In t1he
field of vocz.'tiona training the Centre Supplying Vocational Schools with Teaching Aids 's in charge of producing, distributing and borrowing, teaming aids .
The schools are given credit centrally by the hini stry of education for making
their purchases o n. the basis of the list of teaching aids compiled by the
1cini stry o 73duca -don; they can also borrow audio-visual materials and aids
from the '? :~cTanest Pedagogical Institute, tae County ;Film Archives which are
stbord .nate3. to the local municipal council .
n
In all t'- e forms of activities th ro Kn
t
.
.
.r
in
ve
1_r'L' rtant be
t
.-ofor _nstai.ce, t_-.e National Centre ._or
them b long to the same a,",
:--acaUona_ ..ec :hno ogy, !e Tatiorial Pedagogical lnst(tute, t 1 le Teaching Aid
Producing and ;ales Comtany and the Textbook Publishhing _souse are all subormuch easier to estab sh cooperadira -`ed to the 1(inistry of 1 ducation/ i
age
Production betion among t're- Yost of the rroblems arise
c : t.1t -to eliminate
i gs iat are d=t 'f _t
ti an there are overlap-:'ngs
. . se the
cause
ris
e-var%
d
w
roduction
are
s
.
b
ord_n?ted
to
Ch.
.
ffere"1t
ministries
.
te
-h
:tes
mare
v
the
differen
m
nictr
e:_ample,
each
of
.
the
ilm
s
ios
run
or
their own e& cational :"ilm.s and so it may occur that several films are made
sim;ltaneo usly a' :ova one p~.rticu".ar su:b-act or t heme . in an -effort to solve
::cir_ti-''
or eliminate s~.+_c l and similar robleii_s t1--a
Coordinating o Mcil for Maca t Toleci,
1 n a7
eme w _th the other m inisters . The ?-rational
s
o:.
Tt
Centre for sducatio :.a._ ' echnology is in otach with all t~e" m" ` stries and a
possible to coordinumber of national i;:1s'tat ..tioro throagiI Ii ::w' Mah-_irg
U 't
nate t
:-!e prodvtc Yo of oftware not only within %esp_i"'"' Ere` '_ a E"^orz y o : t'_~.e
sni.stry of ,ducation but also within that cT the other ministries .

~.77i1S/l33 - pace 15
Paris , 1Iovetaber 1977
Or .ginal : ar_r-1ish

G H 3
Improvement of relations
between school and act .a l life

+ +

17

reAaer

ett1:a?iant of problems caused

by teacher s' .prtage

PeveIoq moat of the evaluuabi'!ity

V +1 (1 teac U-t nv-1e4rai :zg process

S(1

+ + + +

Integration i :2 the field

d' educational research
and nrodnctio_i

o :'s for
Develot ia :2t of neiq ts
education
the planner of

Spreading t` e meet' oc'olo?ical

altcr_:ativcs for
motivation
;s t a:1is :ice__t of th ayct3m
of independent learning

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Sup-porting .-e
:' teac'' .ero in
+
performing their Giivitiss

fy Inclusion o ;' other .^.tra+a of

,Q_ the society in s_: stemstic
1ear~zing

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Let us review the factors influencing the ir~trockiction of

educational technology one b;r one,

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FACTORS

L.LZ (.t /:-i4 . T 4 U-6 6- 1

INFLUENCING TAE D

ensuring appropriate Facilities

Reseascc $ad Development

UCTION OF EDUCATIOAL TECHNOIAGT

Adea_uately T_-ained Teachers

Interaatlonal Cooperation
I

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