This document discusses educational television projects and programs in India. It provides details on major educational television projects from 1961 to the present, including the Secondary School Television Project, Delhi Agriculture Television Project, Satellite Instructional Television Experiment, UGC Higher Television Project, IGNOU Doordarshan Telecast, and Gyan Darshan Educational Channel. It also discusses the key stages and professionals involved in television production, as well as the advantages and limitations of educational television.

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KUVEMP U UNIVERSITY, SHIMOGA, KARNATAKA – 577451
Departm ent of P .G Studies and Research in Education
Shankaraghatta.
w w w .kuvem pu.ac.in
2019-2020
Soft core – 2A
Resources for Education at Secondary Higher Secondary Level
A seminar on
“Educational Television Programs for Secondary Education”
Submitted to –
Dr. Jagannath K. Daange
Associate Professor
Department of Post Graduate
Studies And Research In Education
Submitted by -
Nagalakshmi.S
M.Ed IIIrd
Sem
Shankaraghatta

2. Introduction:
Television first came in to India on Sept 15 1959 as the national television network of
India. The first telecast started on Sept 15, 1959 in New Delhi after gap of about 13 years
second television station was established in Bombay in 1972 & by 1975 there were five
more television stations at Srinagar, Amritsar, Calcutta, Madras & Lucknow. Television
industry got the necessary boost in the eighties when Dooradarshan introduced color TV
during the 1982 Asian Games. The second phase of growth was witnessed in the early
nineties & during the Gulf war that foreign channel like CNN, Star TV & domestic
channels such as Zee TV & Sun TV started broadcast of satellite signal. This changed
the scenario & the people got the opportunity to watch regional, National &
international programs. Starting with 41 sets in 1962 & one channel at present TV
in India covers more than 70 million homes giving a viewing population more than
400million individuals through more than 100 channels. Easy accessibility of
relevant technology hour of transmission is main reason for rapid expansion of TV
system in India.
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3. Major educational projects in India:
In India, since the inception of TV network television has
been perceived as an efficient force of education & development
with its large audience it has attracted educators as being an
efficient tools for imparting education to primary, secondary and
University level students.
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4. Some of the major educational television projects
1. Secondary school television project (1961):
The project was designed for the secondary school students of
Delhi with an aim to improve the standard of teaching in view of
shortage of laboratories. Space equipment and death of qualified
teachers in Delhi this project started on experimental basis in
October 1961 for teaching of physics chemistry, English & Hindi for
students of class XI. The lectures were syllabus based and were
telecasted in school hours as a part and parcel of school activities.
According to Paul (1968) by and large, the television schools did
somewhat better in the test then did the non-television schools.
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5. 2. Delhi agriculture television (DATV) project ( Krishi Darshan) 1966:-
The project named Krishi Darshan, was initiated on January
26,1966 for communicating agricultural information to the farmers on
experimental basis for the 80 selected villages of union territory of Delhi
through community viewing of television and further discussions among
themselves. Experiment was successful and that there was substantial gain
in the information regarding agricultural practices (IENOU 2000).
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6. 3. Satellite instructional television experiment (SITE) 1975:-
This project one of the largest techno-social experiments in
human communication. Was commissioned for the villagers and their
primary school going children of selected 2330 villages in six states of
India. It started on august 1,1975 for a period of 1year in six states
Rajasthan, Karnataka, Orissa, Bihar, Andhra Pradesh & Madhya
Pradesh. The main objectives of this experiment were to study the
process of existing rural communication. The role of television as new
medium of education. And the process of change brought about by the
community television in the rural with following two types of telecast
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7. a) Developmental educational programs in the area of agriculture and
allied subjects health family planning and social education which we
telecast in the evening for community viewing.
a) The school programs of 22 1/2 minutes duration each in Hindi,
Kannada, Oriya and Telugu were telecast on each school day for rural
primary school children of 5-12years age group to make the children
realize the importance of science in their day to day life.
SITE experiment should that the new technology made it possible to reach
number of people in the remotest areas. The role of television was
appreciated and it was accepted in rural primary schools as an educational
force [IENOU 2000].
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8. 4. Post-SITE Project 1977):-
The target group for this post SITE project was the villagers of
Rajasthan. This was a SITE continuity project and was initiated in
March 1977. When a terrestrial transmitter was commissioned at
Jaipur. The main objectives of SITE continuity project were to :
 Familiarize the rural memes with the improved and scientific know
how about farming the me of fertilizers & the maintenance of health
and hygiene.
 Bring about national & emotional integration and
 Make rural children aware of the importance of education & healthy
environment.
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9. 5. Indian national satellite project (INSAT)(1982):-
The prime objective of the INSAT project was aimed at making
the rural masses aware of the latest developments in the areas of
agricultural productivity health and hygiene.
 It was initially targeted at villagers and their school going children
of selected villages in Orissa, Andhra Pradesh, Bihar, Gujarat,
Maharashtra, and Uttar Pradesh.
 As a part of INSAT of education project ETV broadcast were
inaugurated and continued through terrestrial transmission from
15th august 1982 in Orissa and Andhra Pradesh.
 The other stations namely Bihar, Gujarat, Maharashtra & Uttar
Pradesh were covered under INSAT service using INSAT-IB in
June 1983.
 In each state a cluster of 3-4 districts were selected on the basis
of backwardness of the area availability of suitable developmental
infrastructure and utilization of existing production facilities.
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10. 6. UGC – Higher Television project (HETV-1984):
University students were the beneficiaries of this project.
 The university grants commission in collaboration with INSAT
started educational television project popularly known as “country
wide classroom” on August 15, 1984 with the aim to update,
Upgrade and enrich the quality of education while extending their
reach.
 Under this program a one-hour program in English on a variety of
subjects with the objective of general enrichment for under
graduates, Educated and the teachers as well.
 An inter-university consortium for education commission (CEC)
along with a chain of about 20audio-visual media mass
communication. Research Centre’s were set up by the UGC at
different institutions in the country to ascertain high quality of
programming for this project.
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11. 7. IGNOU – Doordashan Telecast(1991):
The IGNOU-Doordarshan telecast programs designed
mainly for distance learners started in May 1991. Initially they
were telecast on Monday, Wednesday & Friday from 6:30 to
7:00AM through the national network of doordarshan with an
aim to provide telecounselling to students of open universities in
remote areas.
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12. 8. Gyan-Darshan Educational Channel(2000):
Ministry of human resource development, Information &
Broadcasting. The Prasar Bharti and IGNOU learned Gyan-Darshan(GD)
Jointly on 26th January 2000 as the exclusive educational TV channel of
India.
 IGNOU was given the responsibility to be the nodal agency for up
linking transmission.
 It started out as a two-hour daily test transmission channel for students
of open and conventional universities.
 This duration was increased in February to nine hours a day. The time
slot transmission was further increased due to good response up to 16-
hours by 1st June and 1st November it turned out be 19 hours channel.
 Within 1 year of its launching, 26th January. It became non-stop daily 24
hours transmission channel for education programs.
 Transmission of 12 hours each for curriculum based and enrichment
programs are being made.
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13.  The programs of IGNOU CJET-NCERT including NOS are telecast for
four hours each. IIT programs for three hours CEC-UGC programs for
two and a half hours and one hour each for adult education.
 Gyan Darshan has made its presence felt in all open universities and
most of the conventional universities/schools it still has the potential
to reach to the door steps of learners through cable TV network.
 At presence Gyan Darshan through the cable transmission covers
about 90% in Kerala most parts of Tamil Nadu. A few pockets in the
North East, Nasik, Ahmadabad and Pune, Asia Net has been
providing it free of cost in Kerala. Efforts are being made to make.
 Gyan Darshan available through terrestrial transmission.
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14. SWAYAM PRABHA –
The SWAYAM PRABHA is a group of 32 DTH channels
devoted to telecasting of high quality educational programs on 24x7
basis using the GSAT-15 satellite. Every day there will be new content
for at least 4 hours, which would be repeated 5 more times in a day
allowing the students to choose the time of their convenience. The
channels are uplinked from BISAG Gandhinagar. The contents are
provided by NPTEL, IITs, UGC, CEC, IGNOU, NCERT and NIOS. The
INFLIBNET Centre maintains the web portal.
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15. The DTH Channels Shall Cover The Following:
a) Higher Education: Curriculum based contents at post graduate
and under graduate level covering diverse displaces such as Arts,
Science, and Commerce. Performing Arts, Social sciences and
humanities engineering technology, Law, Medicine, Agriculture at
all courses would be certification ready in their detailed offering
through SWAYAM. The platform being developed for offering
Mooc’S Courses.
b) Curriculum based courses that can make the needs of life-long
learners of Indian citizens in & abroad.
c) Assist students (Class 11th & 12th) prepare for competitive exams.
d) School Education: (9-12 levels):- Module’s for teacher’s training as
well as teaching and learning aids for children’s of India to help
them understand the subjects better and also help them in
performing for competitive examinations for admissions to
professional degree programs.
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16. Television program production: Various equipment required
for production of TV programs and the work profiles of keep
professionals involved in the production process.
Program Production Stages:
 First arrange everything required for the program production.
 In the second stage we will actually carry on the production
process.
 Third we will polish the product for the final presentation on
television. Then we can divide the entire production process in
to three major stages
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17.  There are three stages of programs
production:
1. Pre-production
2. Production
3. Post-Production
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18. 1. Pre-Production:- This stage includes everything we do before
entering the studio or reaching the schooling location. It involves idea
generation, Research, Scripting, Discussions with the crew members
and talents arranging equipment, Video/Audio tapes properties,
Costumes, Sets designing or Location and booking of editing shifts.
In all it involves planning everything in advance. This is very essential
to get desired results if we have worked well in this stage of program
production. The other two stages become easy &workable.
2. Production:- This is the stage when we are on the studio floor or
on location are ready to shoot or are actually shooting. It includes
managing all the facilities handling of talent & crew members
controlling the crowd. Shooting without hurdles and solving any
problem related on the spot at that time.
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19. 3. Post-Production:- This is the third stage of program
production. It is the stage what we get the final shape of the
program. It includes cutting the recorded visuals in to
appropriate length arranging the visuals in a proper sequence
use of desired effects for the visuals or text/captions
commentary recording. Music/Voice/Song recording & final
assembly of the entire program.
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20. Television Production Process:
Machinery/Equipment/ required
1. Camera
2. Lights
3. Microphone
4. Sound recorder
5. Videotape recorder
6. Editing Machine
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21. Key Professionals in Television Production:
1. Producer
2. Director
3. Script Writer
4. Actors (Lecturers, Professors, Doctors, Engineers etc.)
5. Camera person
6. Sound recordist
7. Art director
8. Studio & Out door recording
9. Live television programs & Recorded television programs.
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22. Advantages of Educational Television:
 Television experience which is a combination of sound &
Picture received instantaneously on the TV screen it comes
closer than any other contrived experience to that real of it.
 Television makes it possible for the talents of the best teachers
to be put at the disposal of all schools. Television can employ
all other audio and visual aids and combine their effectiveness
in the air medium. Pictures, Charts, Films, Micro slides,
Graphs, Boards, Overhead projector can all be employed in the
technique of teaching by TV.
 Educational authorities can produce TV lessons made to their
own requirements for specific local needs.
 The TV teacher is more real because of his frequent visual
appearance in the class room.
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23. In the class room TV can be advantageously used to:
 Broaden and enrich the class room learning experiences of the
students.
 Create genuine interest in the topic or the subjects that is being
taught.
 Evaluate the quality of class room teaching process.
 To provide a wide variety of experiences those are quite different
from the routine class room instruction.
 Stimulate less passive slow learners by developing a more critical
approach in them.
 Provide opportunity to learn to create productions that can improve
students ability to communicate.
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24. Limitations of Educational Television:
 Because of no individual contact no further action is possible other
than viewing and listening. This can be overcome by organizing a
kind of group discussions between instructors and learners soon
after the program.
 The learners may engage in day dreams during the program this
can be overcome by cautioning the students in advance that a
follow-up discussion will be held after the program.
 There is absence of learner participation during the program. It is a
one way communication.
 The program cannot be adapted to individual learners. It can only
be adapted to particular group if their needs are identified and
defined earlier.
 There is dissimilar in intellectual background of the learners and the
TV program does not cater to it. This can be overcome by
instructors giving Additional background information before the
program enabling everybody to follow it.
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25.  The lesion timing is inflexible and same times inconvenient.
 The class teacher has no control over the pace of development of
a TV lesson.
 It is difficult to take account of variation in attainment and ability
within an age group.
 Interruptions and distractions at the receiving end can seriously
impair the effectiveness of a lesson.
 The effectiveness of any transmitted aid is limited to the range of
the transmitter.
 Teacher may consider television’s all absorbing quality in some
way restrictive in that pupil’s participation is discouraged although
not prevented entirely.
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26. Television Programs:
1. Teaching demonstrations
2. Recordings of student’s performance
3. Recordings of teachers performance
4. Micro teaching in teacher’s performance
5. Image magnification for demonstrations
6. Records of field trips
7. Career counseling programs
8. Critical community problems
9. Technical training taps
10. Guest speakers files
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27. Scripting for Educational Television:
As an educator television is the most effective than other
media. Television offers real advantage as a medium for public
education. It is not an intimate medium like radio: Lot of all people can
enjoy television all together.
 However, Television is unique is being able to achieve effects other
media cannot. Its language is universal.
 A single frame or picture can express lot of things rather than
millions of words it has versatile appeal to all level of human
feelings.
 Like education radio scripts, Television scripts have the same
formats with some extra benefits to add dances, Animation and
computer graphics etc. If can tell a story more compulsory than
radio because of the use of visual imagery.
 Television script is relatively flexible or more complex and critical
than radio.
 Television has lot of scope to describe the topic in various ways due
to its visual support that’s why it seems to be flexible than radio
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28.  Educational television script needs creative unique
conceptualized works in relation to authentic & artistic
applications.
 Television’s language is both heard & visual. Due to audio video
are incorporating at the same time.
 Nothing is hidden in TV program & viewers have no chance to
create any imagination.
 So the script should be interlocked video and audio for
agreement with the audience.
 Provide adequate logical structure let viewers know where you
are going. Which concepts are important and when we are
going to the subject.
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29. Scope of Educational Television:
Now most of the TV has or is broadcasting education
program for making talented or intellectual general people or
student such as debate program. Computer education BBC
Janala Mina Carton and Sisum pur for children as well as
people can know how to save them at the time of natural
disaster those are living in coastal area or risky area; even they
can learn production about earthquake and sun name from TV &
Radio.
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30. Awareness program for people from TV:
Awareness program is the most important and common
program for all TV channels & Radio sponsored by UNCEP. Save
the children and UN people can make themselves about their
social life, Family planning, Nutrition program for children.
Cultural Program:
Every nation has their own culture to develop their own
culture. There is no alternative way for the last two decades
Mass media have kept great contribution.
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31. Science has advanced:
 Educational television is capable of making available many needed and so
far inaccessible learning experience.
 Educational television brings about continuous Co-operative planning by
teachers, Supervisors, Learning materials exports & skilled production
teams.
 Good and effective educational television broadcasts result from the
outgrowth of curriculum planning of content analysis & of the selection this
most appropriate instructional media.
 It can use variety of audio-visual aids, Motion pictures, Film-strips, Slides,
Recordings, Drawings, Maps and other projected and non-projected aids
can be demonstrated through television bring us the launching of space
rockets of political and social events.
 Educational television brings us a new kind of teaching team into existence.
It can acquaint the children with past Culture, History and Social life.
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32.  It can motivate both children and adults because not only it is educative
but also entertaining.
 The televised-lecturer is more thrilling as they bring to the listeners not
only verbal information and the instruction of the speaker but also the
whole of his personality engage in the task.
 National problems like those of population and poverty & illiteracy are
often highlighting and discussed over the television.
 It plays an important role to play in educating the children on the history
and culture of our country. It gives a very good idea of the history of the
country by telecasting various programs through dances, short films on
historical places, Museums etc.
Thus television plays a vital part as means of media in educating
the masses. It is dynamic and powerful medium, which influence education.
Its effective use is based upon the fundamental psychological principles of
learning which apply to all successful process of learning.
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33. Role of Teacher:
Text books presentations and videos function like
media based on push technology and these are the ones used
by teachers.
 Teachers explicitly talk of pushing content in to student’s
heads. While describing their role & functions.
 Teachers should promote active learning and work with
students to help them sift through information check for
validity make inferences & develop arguments.
 The suggestion that teachers should pull ICT in to their
classrooms implies.
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34. Conclusion:-
Television in education has undergone many incarnations. It has
been used extensively in conventional and distance education
formats. The developed countries are taking full advantage of
television in education. This has greater scope in developing
countries also. The above discussed projects on the use of
television in education underline its role and significance for
achieving the goals set for education for all.
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35. References:
A snapshot of Indian Television History
1]http://www.indiantelevision.com/Indianbroadcast/history/historyoftel
e.htm (accessed on 12 Aug 02)
2] Audio research unit (1991) television in India. Director general
Doordarshan New Delhi.
3] Ahrens.S, Burt.G & Gallagher M (1975) Broadcast evaluation
report no. 1:M231 Analysis Open University.
4] Bates A.W (1983) Adult learning from educational television.
5] Bates A.W (1988) Technology for distance education.
6] Brietenfield.F (1968) Instructional television.
7] Newyork: The Academy of educational development cited by
JeFFries. Michael (1999).
8] IPSE – Research in Distance Education.
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36. 9] Current Status of Indian Television Market (2002)
http://www.indiantelevision.com
10] Hull R (1962) Educational television.
11] Kern. L (1976) Broadcast Evaluation Report No.21:D101
12] Paul. N (1968) School television in India New Delhi AIR
13] Swayamprabha@inflibnet.ac.in
14] Atte well.P and J Battle(1999)
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