DevC 201 - Module

DEVELOPMENT COMMUNICATION 201
Development Communication Concepts and

Approaches
MODULE: OVERVIEW OF DEVELOPMENT
Copyright 1997
BENGUET STATE UNIVERSITY
La Trinidad, Benguet
and
MARY EBITHA Y. DY. Ph. D
Sherry Junette M. Tagle

Adjunct Professor
Development Communication Concept and Approaches BSU- Open University

All rights reserved.
BSU DISTANCE EDUCATION MODULE

FOR
Development Communication 201
(Introduction to Development Communication)
Module 1
(Overview Development)
Contents
Lesson 1: What Development Is

Lesson 2: Concept Related to Development
Lesson 3: Types of countries
Lesson 4: Key Concepts of Development
Lesson 5: Indicators of Development

How to Use the Module
1. Each course has at last four modules. Each of these modules has a minimum of
lessons. Thus, this module is part of the series of module of the subject.
2. After each lesson, you will find a Progress Check Test. This test enables you to
check your knowledge gained from the lesson.
When you finished all the items in the test, please send your answer sheet to the
Progress Check Test to:
The coordinator
Distance Education Program
Benguet State University
If your correct answers reach 70 percent or higher of the total items, you pass the test.
3. After finishing all the lessons of the module, complete the module test. This test
determines not only your gained knowledge but also the new knowledge you have
acquired and/or the skill you have enhanced. Likewise, the test identifies the
positive attitudes, practices and values that you have developed.
4. Send your answer to the Module Test to the same address given above.
5. We encourage you to do additional readings. We have provided the list of reference
for this module.
You can also read other materials aside from those included in the list.
6. Your grade for this module will be computed as follows:
Grade for the Progress Check test 25%
(Average (Mean) of the tests)
Grade for the Module Test 75%
100%
We will inform you of your grade one week after we receive your answer sheet for
the Module Test.
7. After you finished the module of this course you will come to BSU to have your
final examination. You will be exempted from the final test if your mean average
for the Module test will be 1.25 or higher.
8. Your grade for the course will be computed as follows:
Mean grades for the modules tests 75%
Final examination 25%
100%
If you will be exempted foe the final examination, your grade will be the mean of your
grades for the Modules Tests.

Module 1
Overview of Development
Scope of the module
This module consists of five lessons. These are as follows:

Lesson 1: What Development Is
Lesson 2: Concepts of Related to Development
Lesson 3: Types of Countries
Lesson 4: Key Concepts of Development
Lesson 5: Indicators of Development
Overview of the Module
The module shows how the meaning of development has changed through the years
in response to the world realities, especially those in developing countries.
It also presents the concepts related to development. But, these could not be
equated with real development.
The different ways by which countries are classified are also given.
The module explains further what development is by giving its key concepts and
indicators.
Objectives of the Module
After finishing this module, you should be able to:

1. Frame your own meaning of development;
2. Compare and contrast your meaning with those given by experts and the
general public;
3. Identify the dimension of development;
4. Realize that some concept are related to but not synonymous with
development;
5. Identify the ethical implications of the classifying countries;
6. Understand further what development is through its key concepts;
7. Determine the real development is based on indicators; and
8. Identify what you can do to help the development efforts in the country.

DEVCOM 201 INTRODUCTION TO DEVELOPMENT COMMUNICATION
MODULE 1: OVERVIEW OF DEVELOPMENT
Lesson 1
What Development Is
Objectives
After finishing this lesson, you should be able to:
1. Explain why the view about development changed over the years;
2. Compare and contrast the meanings of development;
3. Give the reasons why there is no universal definition of development and;
4. Formulate your own definition of development.
In the 1950s and 1960s, developed nations equated Third World development with
economic growth. They expected the developing countries to follow the path which they
themselves traversed.
In the 1970s, while growth was registered in the Third World in the standard
indicators of economic output, an average of about five percent per year, the condition of
the poorer sectors, which include the majority of the population, stagnated or worsened
(Lopez,1980).
This showed that the industrialized countries, which used economic growth as the
governing principle in the giving of foreign aid, misread the causes of what to them was
underdevelopment. As Lopez (1980) said, the persistence of poverty in the developing
countries is due to two related phenomena. The first is the presence of exploitative social
structure, particularly the concentration of productive assets in the hands of an elite group
to whose members the benefits of economic growth mostly accrue. The second is the
international division of labor created and maintained by the industrialized countries.
Here, the Third World countries are reduced to the dual role of suppliers of primary raw
materials and partially processed goods, and importers of capital goods and
technology from the developed countries.
In the context of developing countries, therefore, what is development?

Seers (1969) said that it involves raising the mass of the people from poverty,
illiteracy, unemployment, and social inequality. Therefore, development leads to
the realization of the potential of the human personality.
Quebral (1971) shared the same view. To her, development is speedy transformation of a
country and the mass of its people from poverty to a dynamic state of economic growth
that makes possible greater social equality and the larger fulfillment of the human
potential. She added that development requires that the mass of the people with a low rate
of illiteracy and income, and the socioeconomic attributes that go with it first of all be
informed about and motivated to accept and use a sizeable body of hitherto unfamiliar
ideas and skills in very much less time than that the process would normally take.
Although economists still maintain that economic growth is the foundation of

development, they have now seen fit to include other dimensions. For instance, Sandoval
(1975) said that development refers to a rise in income plus changes in the economic and
social structure. Quintana (1975) concurred by saying that it is economic growth with
social justice.
Likewise, the National Economic Development Authority (NEDA) aims to attain

the highest level of economic development. This development has to be compatible with
more equitable distribution of income and wealth with the ultimate goal of achieving
social development.
Feliciano (1986) went further than economic growth. She included technological
and cultural development. To her, development encompasses three types:
Technological development. It is the acquisition of new skills in the farms and houses.
Economic development. This refers to the application of new agricultural practices to

increase food production. It also includes a nationwide program of agrarian reform and
cooperative development.
Social and cultural development. Included here are the changes from old values to new
ones and, in general, change in modes of living which result in human well-being.

The view of development as a change process concurs with the description of Jamias
(1973) as to how a social scientist looks upon development- as change in the patterns of
culture and society.
The change aspects also exist in the agricultural viewpoint of development. It is

inducing positive attitudes and values among rural folks (Javier, 1975). Under the same
viewpoint, the technological development of Feliciano also finds expression in the rural
folks use of the new technologies.
Development is also regarded as having three core values (Todaro, 1977). These
are life sustenance (the ability to provide basic necessities), self esteem (freedom to be a
person), and freedom from servitude (freedom to choose).
The concept of life sustenance is shared by Chanco (1976). He said that, basically,
development affords the individuals a chanced to provide by himself and his family the
necessities of life, and, perhaps, a few of its amenities.
The people-orientation of definitions appears to be rapidly emerging and spreading.

Schumacher (1975) emphasized, for instance, that development does not start with goods.
It starts with people and education, organization, and discipline. To him the alleviation
of poverty depends primarily on the removal of these deficiencies. This is why it requires
a process of evolution. All three must evolve step by step and the foremost task of
development must be to speed this evolution. The policy must involve the entire
population.
Ong (19760, therefore, says that it really means developing people. Then, the people will
change their environment. The development factors, according to Ong, are economy,
social justice, moral values, and attitudes.
The environmental factor is also part of the definition of Inayatullah (1967). He

viewed development as a process through which a society achieves increased control over
the environment and its political destiny. The process also enables the individuals to gain
increase control over themselves.
Based on the sample definitions given, it can be concluded that there is no universal
definition of development. While some elements may recur in the definitions, not one of
the definitions is exactly the same as another. There are several reasons for this. For one,
development is relative: its meaning varies based on ones situation and experiences.

Development is also multi-dimensional. Thus it is difficult to come up with a
definition that can include all these dimensions and respective indicators of positives
growth.
The process aspect of development is another reason. If we agree that a process is

something that is dynamic and ever-changing, then, we are, in essence, saying that we
cannot refer to something that is in a rut, or something that is static as development. In
other words, as a process, development keeps on changing. We cannot freeze it, so that it
will be the same throughout. For once it loses its dynamism, it ceases to be a process.

DEVCOM 201
MODULE 1
Lesson 1
PROGRESS CHECK TEST
Instruction: Choose the letter of the best answer.
__________1. Development according to Seers means raising the mass of the people
from poverty, illiteracy, ______________ and social inequality.
a. underemployment
b. unemployment
c. over employment
__________ 2. Sandoval said that development refers to a rise in income plus changes in
the__________.
a. exploitative social structures

b. sociocultural dimensions
c. economic and social structure
__________ 3. In the international division of labor, Third world countries are reduced to
the dual role of __________ of primarily raw materials and partially processed goods,
and importers of capital goods and technology from the developed countries.
a. sellers
b. suppliers
c. sources
__________4. Economic development, according to NEDA, has to be compatible with a

more equitable distribution of income and wealth with the ultimate goal of
achieving______________ development.
a. social
b. sociocultural
c. human

__________ 5.Chanco said that development affords the individual to provide for himself
and his family the __________, and, perhaps, a few of its amenities.
a. basic needs
b. necessities of life
c. requisites of living
__________6. Technological development, according to Feliciano, is the acquisition of

____________ in the farms and houses.
a. new skills
b. new knowledge
c. new practices
___________7. To Javier, development is inducing positive attitudes and__________

among the rural folk.
a. practices
b. values
c. aspiration
__________8. Development is a ___________, thus, it is ever-changing.
a. stage
b. cycle
c. process
_________9.Ong said that development really means

developing_____________________.
a. citizenry
b. people
c. masses
_________10. Development is ____________: its meaning varies based on ones

situations and experiences.
a. relative
b. not universal
c. multi- dimensional

DEVCOM 201: INTRODUCTION TO DEVELOPMENT COMMUNICATION
LESSON 2
Concepts Related to Development
Objectives:
1. Compare and contrast the concepts of development, modernization,

urbanization, and industrialization
2. Differentiate urbanization in the developed and underdeveloped countries.
3. Contrast industrialization in the developed and developing nation
4. Realize that industrialization, modernization, and urbanization have both
negative and positive effects.
There are some concepts which many thinks are synonymous to development. But,
they are not although they may have some common elements. These concepts are given
below.
It is the process by which individuals change from a traditional way of life to a more
complex, technologically advance, and rapidly changing style of life (Rogers, 19690).
Durkheim (1964) pointed out that in the process of modernization, the old forms of
social organization like the family, the community, and even the territorial unit, are swept
away and replaced by the state. The individual, lacking the larger collectivity with which
to identify, feels isolated. This may lead to alienation anomie, or external egoism.
What can be done to solve these negative feeling?
Durkheim (1964) felt that there is a need to revive mechanical solidarity along
occupational decentralization. Under this kind of solidarity, there are sanctions or means
of social control to ensure conformity, for instance, repressive, severe, and primitive laws
deter violations.
Likewise, there is a need to put up moral individuality. He said that we must seek in
the past the germs of new life which it contained and hasten their development.

Urbanization
It involves two changes. First, people changes from agricultural to industrial work.
Second, they change from rural to urban residence. There is transition for the individual
from agricultural to urban work ways.
Except from industrial countries of Europe and North America, 19th century urban
growth was limited to those centers which functioned primarily as appendages to the
metropolis of colonial empires (de Souza and Porter, 1974). In recent decades,
underdeveloped countries experienced a transformation of the urbanization process as
profound as that in North America (Berry, 1973).
Some indication of the pace and scale of this urban growth was given by Juppenlatz
(1970). He estimated that the proportion of world urban population in underdeveloped
countries was 27 percent in 1920, 44 percent in 1960, and would reach 66 percent by
1980.
Urban growth occurs more rapidly in the underdeveloped world than in the
developed world and is disproportionately concentrated in the larger cities (de Souza and
Porter, 1974). From 1960-1965, the average annual growth rate of urban population was
5.8 percent, 4.6 percent, and 3.8 percent in Latin America, Africa, and Asia, respectively.
On the other hand, in Western Europe during its period of fastest urban population
growth (late 19th century), the rate was 2.1 percent (Rivkin, 1967; and Davis, 1969).
The causes of migration are sometimes described by a simple push-pull model. Push
factors, such as population pressure, shortage of land, and lack of employment
opportunities in rural areas, are commonly advanced as the main reasons for migration to
cities in underdeveloped countries (de Souza and Porter, 1974). The push explanation for
migration supports the view that many underdeveloped countries are over-urbanized
(Davis and Golden, 1954; Hausee, 1957; and Hoselitz, 1957).
Pull factors are few, because migrants may spend years looking for work in the cities
(de Souza and Porter, 1974)
After arriving in the city, migrants find accommodation either in inner-city slums or
by settlements of vacant public or private lands in peripheral areas. In most
underdeveloped countries, uncontrolled or squatter settlements have mushroomed and
inner-city low quality housing areas have grown more crowded since World War II (de
Souza and Porter, 1974).

Squatter settlements are commonly viewed as being malignant tumors growing on
otherwise more or less healthy cities (Juppenlatz, 1970).
Referring to a Columbian tugurio as a human cesspool, Schulman (1967) said:
It is the rudest kind of slum, clustering like a dirty beehive around the edges of
any principal city in Latin America. In the past two decades poor rural people have
flocked to the cities, found no opportunities but stayed on in urban fringe shanty towns,
squatting squalidly upon the land. Living almost like animals, the tugurios residents
are overwhelmed by animality. Religion, social control, education, and domestic life are
warped and disfigured.
Industrialization
It is the whole process of change and its accompanying consequences as a society

moves from an agricultural to an industrial economy. It involves a shift from agriculture
to manufacturing, from land to factory.
Two differences between the industrialization in the developed countries and that in
the underdeveloped ones were given by de Souza and Porter (1974). The two stated:
In the industrial countries of Europe and North America the invisible hand
of laissez-faire determined the lineaments of development. In Underdeveloped
countries, planning has shaped the distinctive features of national economies since
independence. The elevated role of government in development in underdeveloped
countries stems directly from the legacies of colonialism.
In the industrial west, a multitude of entrepreneurs promoted development.

The state was supplementary and regulatory in its role at least until the 1930s
when intervention emerged as a corrective to economic crises. By contrast, in the
underdeveloped countries, indigenous entrepreneurial leadership was rarely
encouraged by the colonial powers. Instead, indigenous leadership evolved mainly
within political and labor movements, which increasingly opposed colonial
policies. With independence, westernized elites took over the centralized controls.
Tullao (1997) described industrialization in the Philippines. Part of his description is

given below.
In this country where we have an abundance of human resources, the more

appropriate technology to adopt in the process of industrialization is a labor-
intensive technology. However, aside from government policies which

discouraged the use of labor, the technology used in the larger-scale
manufacturing firms is biased in favor of the use of capital. This is so because
most of the technology used in these establishments is borrowed from advanced
from advanced Western countries. There labor is expensive and the industrialists
have, therefore, adopted capital-intensive techniques.
The choice of technology is important in the development process. This is

because it can influence the capacity of the industrial sector to accommodate
additional workers.
The industrial sector has varied contributions to development. For instance,

the manufacturing process can transform a primary product into various
commodities. This is what meant by saying that the industrialization results in the
production of goods with a high value added. Moreover, the process of
manufacturing allows the creation of new products. Because the industrial sector
can produce many products, it can create employment opportunities and increase
the proportion of workers in the production process (Tullao, 1997).

DEVCOM 201
MODULE 1
Lesson 2
PROGRESS CHECK TEST
Instruction: Write TRUE if the statement is correct and FALSE if it is wrong.
__________ 1. There is a need to revive mechanical solidarity along occupational

decentralization.
__________ 2. Urbanization involves a transition from agricultural to industrial work

ways.
__________ 3. The proportion of world urban population in underdeveloped countries

reached 44 percent in 1980.
__________ 4. In the Philippines, most of the technology used in large-scale

manufacturing firms is biased in favor of the use of labor.
__________ 5. Squatter settlements are commonly viewed as being malignant tumors

growing on otherwise more or less healthy cities.
__________ 6. In the industrial west, a multitude of entrepreneurs promoted

development.
__________ 7. Modernization may lead to alienation, anomie, or external egoism.
__________ 8. Urban growth occurs more rapidly in the developed countries.
__________ 9. The causes of migration are sometimes described by a simple push-pull

model.
__________ 10. Industrialization involves a shift from agriculture to manufacturing, from

land to factory.

DEVCOM 201 INTRODUCTION TO DEVELOPMENT COMMUNICATION
MODULE I: OVERVIEW OF DEVELOPMENT
Lesson 3
Types of Countries
Objectives:
1. State different ways by which countries are classified; and

2. Discuss the ethical implications of the practice of dividing the world into
different classes of countries.
It is possible to classify national economies of the world into four basic categories
(Stuart and Antonio, 1977). These are as follows:
1. Highly developed or industrial-commercial economies.

Economies of this type support only about eight percent of the worlds
population.
Examples: USA, most countries of Western Europe, Australia, and New Zealand
2. Semi-developed or mixed industrial-agricultural economies.
These nations support almost 12 percent of the worlds population.
Examples: Japan, Italy, Argentina, South Africa, and Finland
3. Underdeveloped or predominantly agricultural economies.
These countries support almost 50 percent of the worlds population.
Examples: The whole of Africa except South Africa; the greater portion of South
and Central America; and almost the whole of Asia.
4. Centrally planned economies.
Although this may have the same characteristics as any of the first three
categories, these are classified separately. They support 30 percent of the worlds
population.
Example: Russia

The dismantling of the Berlin wall and the collapse of the USSR, however,
have reduced the coverage of the centrally planned economies.
Meanwhile, Rahman and Hill (1982) grouped the countries in the Asia-Pacific
egion into three. These are given below:
Low income
These countries have per capita income (PCI) of US dollar 1 to US dollar 400.
Middle income
These countries have a PCI of more than US dollar 400 to US dollar 3,500.
High income
These countries have a PCI of above US dollar 3,500 to US dollar 8,000.
hese are the developed countries, namely: Japan, Australia, New Zealand, and
Russia.
About two decades ago, a former British Ambassador to the USA, Sir Oliver
Franks, introduced the phrase North-South relations into the lexicon of international
politics. North referred to the developed countries, while South referred to the
developing ones (Corea, 1981).
Franks forwarded the view that there is a paternalistic concern of a handful of

international agencies complemented by an avuncular bilateral charity. However, the
concern was no longer enough of a crutch to help children of twilight and darkness
(brown and black) limp, walk, skip, and, finally, run towards prosperity and dignity
(Corea, 1981).
Franks argued that developing countries deserve justice, not charity.
Countries can also be economically underdeveloped, but highly developed in

philosophy, social organization, or the arts. An economically underdeveloped country is
one which gives its inhabitants an end-product of consumption and material well-being
appreciably inferior to that provide by the economies of the developed countries (Stuart
and Antonio, 1977).

People from the so-called underdeveloped countries did not agree to the use of the
term underdeveloped. They believed that this has negative implications. This lead to
the use of the term developing, which connotes a process of transformation through
growth and improvement.
Rostow (1960) described the transition from underdevelopment to development by

giving the stages through which countries must proceed. The stages can also be taken as
classification of countries.
A traditional nation is one where backward technology is commonplace.

Meanwhile, a transitional country is one which is on the pre-condition for take-off stage.
It is characterized by the start of the use of science and technology. Modernizing
entrepreneurship starts; and bureaucracy and physical infrastructure efforts happen.
Capabilities also start to invest in business.
The savings and investments increase in a country that is at the take-off stage. This
leads to the fast growth of the various economic sectors. On the other hand, productive
economy outstrips population growth in a nation which is on the drive to maturity stage.
The once idle labor force finds jobs.
A country at the high mass consumption stage has its population enjoying a great
deal of social security and leisure time.
Meanwhile, Riggs (1961) developed the theory of the prismatic society. This
society is midway the fused and the diffracted societies and it incorporates some of the
features of both societies (Dy, 1981).
The fused society is highly diffused, predominantly ascriptive and particularistic,

and has undeveloped structures. It can be equated to the traditional society. On the other
hand, the diffracted society has highly specific, developed, and achievement-oriented
structures. These structures are also universalistic and advanced. It can be called the
modern or developed society.
In the prismatic society, the family for instance, may impinge on the political
party, civil service recruitment, market behavior and religious sects. Agricultural and
medical practices linked with supernatural beliefs and rituals. Educational policies are

deeply interlinked with social status, policies and productivity. Thus the prismatic society
can be equated with the developing country.
The world is also divided into smaller worlds: First, Second, Third. The First
world consists of developed capitalist counties; and the Second world, of socialist,
communist-oriented countries. The Third world includes the developing countries.

DEVCOM201
MODULE1
Lesson 3
PROGRESS CHECK TEST
Instruction: Write TRUE if the statement is correctand FALSE if it is wrong.
_________1. During the drive to maturity stage, the countys people enjoy considerable
social security and leisure.
_________2. In the prismatic society, educational policies are deeply interlinked with
social status, politics and productivity.
_________3. A middle income country has a per capita income of more than US dollar
400 to US dollar 3,500.
_________4. The term developing connotes a process transformation through growth

and improvement.
_________5. A country can be economically underdeveloped, but highly developed in

philosophy, social organization, or the arts.
_________6. Developing countries, according to Franks, deserve justice, not charity.
_________7. A transitional country is characterized by the start of the use of science and
technology.
_________8. The diffracted society is highly diffused, predominantly ascriptive and

particularistic, and has undeveloped structures.
_________9. Russia has a centrally planned economy.
_________10. North refers to developing countries.

Lesson 4
Key concepts of Development
Objectives
At the end of this lesson, you should be able to:
1. Explain the relevance of the key concepts of development in the context of

the Pilipino scenario;
2. Identify the concepts that are the priority of development thrusts of the
Philippines government; and discuss how the concepts are being
operationalized;
3. Identify the knowledge, attitudes, skills, and values that a communicator
should possess, so that she or he can help to make these concepts the guide
posts of efforts aimed at Philippine development;
4. Determine which of the concepts helped propel the develop countries to
their present status; and
5. Realize the relevance of the concepts in identifying the criteria and indicators
of development.
A concept is an idea, especially a generalized idea of a class of objects; it is a

thought, a general notion (Juliano, et al., 1980). It can be abstract, completely
independent of specific time of place, or concrete, specific to particular time or place
(Reynold, 1976). While some persons may view the concepts discussed below as
abstract, they are specific to the condition of the developing countries.
The discussion of some concepts draws heavily from a joint publication of the
office of the Media Affairs, Asian Institute of Journalism (AIJ), and Food and
Agricultural Organization (FAO). It was written by Reed and Nuguid (1983).
Many explanations also come from a manual by Dy, et al. (1983).

Access
In developing counties, there is a need of information which can enable the people
to take in planning, implementing, and evaluating development programs. These include
those on agriculture, population education, and public health. Thus, access involves in
bringing the projects closer to the people. This means that they are able to express their
needs and to choose the project that will help them solve their problems.
Giving the people access also means giving the opportunities to air their views and
complaints about a project.
A society must have the right knowledge sources so that the knowledge use process
becomes effective and efficient. But, meeting the need for knowledge sources goes
beyond giving a society the facilities. It also includes giving this society direct access to
these sources.
Feedbacks are an essential feature of access. Real development ensures that the
people can talk back to both the government and the private sector.
Accumulation
This calls for increasing ones supply of resources.
Development programs use many strategies to increase their resources. These

strategies include getting more capital through loans, giving the people credits and
coming up with agricultural and industrial technologies and disseminating them.
These technologies need to be research- based.
Infrastructure also needs to be built. And, there be a widespread dissemination or

teaching of technical skills.
These efforts appear sound as they help create concrete and visible changes that
affect the people and their environment. However, when accumulation is pursued apart
from mobilization and integration, it tends to benefit only the elite. The elite groups
include the sources of capital, knowledge or political power. The mass of the people,
therefore, dont benefit from it.
This has been show by programs that aimed only at accumulation like the green
revolution. The program benefited the progressive farmers and the producers of fertilizers
and pesticides instead of small, risk-averse farmers.

However, accumulation can benefit more people if its strategies respond to the real
needs of the people and propel the development of these peoples capabilities.
Likewise, it can lead to real development if it meets a certain conditions. These

include those given below.
People are critically aware of the changes in the country.

People actively take a part in the development process.
The various sectors and regions interact, and share ideas
The various sectors and regions synchronize their efforts towards the same
goals
Appropriate Technology
The failure of Western development models that focuses on economic growth has
given rise to the concept of appropriate technology. This refers to technology suited to
the production capital investment, unit of output, and at least reasonably competitive with
more capital- intensive techniques in terms of unit costs of production in the country
which it is to be used (Baron, 1979).
On the other hand, an inappropriate technology leads to unemployment and the

waste of human resources. They also result to the disturbance of the sociocultural
equilibria and the destruction of the environment(Swindale, 1979).
The search for appropriate technologies is a manifestation of an emerging

phenomenon: the will of developing countries to put to an end to their problems. In the
process they want to reassert their identity through their own efforts. While they are
willing to accept help from others, there are growing signs of their desire to do so on their
own terms.
Baron (1979) said that appropriate technological choice is linked to the concept of the
satisfaction of basic human needs in two major ways. First if technology A requires less
investment per unit of output than technology B, then more can be produced with a given
outlay of investment funds. This is relevant to basic needs, if the product in question can
be regarded as essential consumer goods, e.g., food products textiles or footwear.
Second, if technology A uses more labor per unit of output than technology B, then
with technology A, more people can be offered a proper job. This job gives them the
income to properly feed, clothe, shelter, and educate themselves and their respective
families.

At any level or scale, technology can be either appropriate or inappropriate. This
classification depends on the goal a society wants to achieve. Rahman and Hill (1982)
made this clear when they said:
Sophisticated Western technological systems delivered packaged by licensing

agreements and tied into equity control from overseas can be appropriate. That is, if their
use is measured against productivity gains, servicing other industrial sectors, and
allowing more export potential.
On the other hand, particularly if technological skills are not also transferred, it may be
highly inappropriate. That is, if development goals are technological self-reliance, and
employment and wealth generation, among others.
Equally, small-scale intermediate technology can be appropriate. That is, if it

contributes to employment generation, local wealth acquisition, and skill development.
But, it may be inappropriate. That is, if it does not integrate its inputs and produce with a
pre-existing productive system, or if the purpose of its introduction is to foster
internationally competitive foreign exchange earnings.
A technology, therefore, should not be viewed independently of the socioeconomic

environment in which it is intended to operate (ADB, 1977).
Decentralization
Here, much of the planning and implementation of programs are decided by the local
officials rather than by central government. It reverses the traditional way of decision-
making that leaves all the decisions to the top government officials or to executives of
management organizations.
It encourages local initiative, because the local government units (LGUs) receive
more opportunities to chart their path to development.
This concept is guiding principle of the Local Government Code of the Philippines.
Free Flow of Information
The Philippine Constitution guarantees the peoples right to receive and impart
information. This implies that its authors and the Filipinos who ratified it recognized that
correct and enough information is vital in helping the people improve their condition.

The people need information to make decisions based on a number of options; to
increase their knowledge; and to develop positive values and attitudes. Likewise,
information can help them to share skills, technologies, ideas, and resources.
Therefore, the continuous and free exchange of information must be facilitated to

improve the community. The process must also expand peoples concerns. This will
enable them to pay attention to and be involved in the programs of the nation.
Holistic Development
While economic growth is essential, it should not be the end-all and be all of
development. Rather, development efforts should focus on all the dimensions of a
developing society. These dimensions include the social, cultural, intellectual, physical,
and moral, among others.
This means that the type of development pursued must aim at upgrading not only the
quality of life but also the quality of the person.
Integration
This means that various sectors, and regions agree to:
Arrive at a consensus on a national ideology or philosophy specifying the

type of development desired by the citizens;
Pursue development based on this ideology; and
Synchronize their efforts toward the kind of development agreed upon.
Multi-channel communication flows help bring out integration. This is because

communication flows enhance the awareness and understanding among the different
components of society. However, integration can be best achieved if the citizenry is
already mobilized.
Mobilization
Together with the concept of integration, it is built around the recognition that
development centers on changing people. These concepts view people as goal-seeking,
and conscious of their actions. Thus, any progress must start with people deciding to
work towards it.

People, then, are not just ends of development. They are also its subjects. Attaining
development depends on what people do, not what is done to or for them.
Mobilizing people alls for human changed. For instance, this change can be in the
awareness and knowledge about the relationships between large and smaller systems like
a nations economy and price and wage increases. It can be change in attitude like from
feelings of helplessness to hope and confidence, or change in behavior from passivity to
active involvement in pursuing goals.
In essence, mobilization is the awakening of peoples critical consciousness, so that

they can participate actively in development. It enables people to consciously make
accumulation strategies work for them instead of work unknowingly on them for others
benefit.
Participation
It occurs when the people are actively involved in planning, implementing,

evaluating, and sustaining development programs. In this way, the resulting development
efforts will be an effect of the interplay of two major factors. These are the innovative
ideas and technical expertise of a development agency matched with the needs, wants,
ideas, and local resources of the participant-beneficiaries.
While the person is the end of development, the process and success of development
are, in turn, determined by the person. Therefore, the most important resource for
development is the person his or her ability to effectively and actively participates in
economic and social pursuits as well as his or her innate capability to use the resources in
the environment (Eusebio, 1975).
Self-Reliance
This refers to ones ability to make full use of all available human, natural, and man-
made resources, so that development may be achieved. In rural development, it is the
ability, among others, of the changed agent to mobilize people fully and to develop, at the
least cost, local resources with the minimum of outside aid.

People learned to depend on themselves for their food and income. They improve
their productivity and find added means of livelihood within their area. Or, through their
united effort, they improve facilities that can take the place outside their community.
Sustainable Development
The World Commission on Environment and Development (WCED) defined

sustainable development as development that meets the needs of the present generation
without compromising the ability of future generations to meet their own needs
(Brundtland, 1987). It is a process of change in which the exploitation of resources, the
direction of investments, the orientation of technological development and institutional
change are harmonized toward enhancing both current and future capabilities to meet
humans needs (Canlas, 1996).
The Philippines approach to sustainable development is based on the recognition of

the fundamental link between economic growth and environmental protection (Anon,
1996). As such, the country has come up with the Philippine Strategy for Sustainable
Development (PSSD).
The elements of the PSSD are as follows:
Integration of environmental consideration in decision-making.

Proper pricing of natural resources
Property rights reform
Conservation of biodiversity
Rehabilitation of degraded ecosystem
Pollution control and residual management
Control of population growth and development of human resources
Rural development
Environmental awareness and education
People participation

DEVCOM 201
MODULE I
Lesson 4
PROGRESS CHECK TEST
Instruction: Fill in the blanks with correct word or group of words.
1. refers to ones ability to make full use of all available human,

natural, and man- made resources.
2. Development should upgrade not only the quality of life but also the
. ..
3. In appropriate technologies lead to unemployment, the waste of scarce

resources, the destruction of the , and the disturbance of the socio-cultural
equilibrium.
4. Mobilization is the awakening of the peoples , so they can

participate actively in development.
5. While developing countries are still willing to accept help from others,
there are growing signs of their desire to do so .
6. can be best achieved if the citizenry is already mobilized

towards development.
7. In accumulation, the various sectors, communities, and regions

their efforts towards the same goals.
8. is an essential feature of access.
9. While the , is the end of development, the process and success of

development are, in turn, determined by the person.
10. encourages local initiative, because the communities are even

greater opportunities for decision-making.

MODULE I: OVERVIEW OF DEVELOPMENT
Lesson 5
Indicators of Development
Objectives
After finishing this lesson you should be able to:
1. Explain the uses of development indicators;

2. Differentiate the indicators during the 1970s and 1980s with those during
the Ramos administration;
3. Recognize the importance of indicators in the development of the
Philippines.
Indicators measure the improvement in the peoples life and in the people. They
become the basis of planning, implementing, evaluating development programs and
projects. They also establish development trends, indicate the investment environment,
and become the basis for predicting future events.
In the 1970s, the Philippines had nine indicators of development (Mangahas,

1977). These can also be used as indicators by the other developing areas.
The indicators were also used in the 1980s. These are discussed below.
1. Health and nutrition

Our people desired freedom from hunger, malnutrition, and disease;
a lower infant mortality; and a longer life expectancy.
2. Learning
Our people desired greater and more equal opportunity and better
quality in training and education to\wards more productive roles in society.
3. Income and consumption

Our people desired freedom from poverty, sufficiency of income for
basic needs, and protection against inflation.
4. Employment
Our people expected full protection of the right to work and desired
employment that fits their qualifications and fulfills them as human
persons.

5. Non-human productive resources
Our people expected that their natural resources be fruitfully used
for the benefit of all and conserved for future generations. And, they
expected that those who will till the land, if they do so desire, may own it
by right
6. Housing, utilities, and environment

Our people desired proper housing with enough provisions for water,
toilet, and electricity. They also expected that the physical environment
would be kept free from pollution.
7. Public safety and justice

Our people desire equality before the law, speedy justice, and
peace and order.
8. Political values
Our people desired representation, participation, and freedom of
political dissent in a truly democratic government.
9. Social mobility
Our people desired freedom to change occupations, and rise to better
positions in a truly open society.
Under the administration of President Fidel V. Ramos, needs have been

categorized into three. Each need has its own indicators.
The first minimum basic need (MB) is survival. This need is subdivided into three;
health, nutrition, and water and sanitation. The second MBN is security. It consists of
income security, shelter, and peace and order.
The third MBN is enabling need. It consists of basic education and literacy, and
participation.
The MBNs and their indicators are as follows:
MBN Indicators
1. Survival
a. Health - Infant mortality rate
- Child mortality rate
- Family planning practice/access
b. Nutrition - Prevalence of severe and moderate
underweight

- Prevalence of acute and chronic malnutrition
(anemia, endemic goiter, and exophthalmia)
- Income above the food threshold
c. Water and sanitation - Proportion of household with sanitary toilet
facilities
- Proportions of households with access to safe
water supply
2. Security
a. Income security - Income above the total poverty threshold
- Amount of household savings
- Employment or unemployment
b. Shelter - Housing by type of materials
- Proportion of households in makeshift housing
c. Peace and order - Crime incidence
- Incidence of armed encounters
3. Enabling need
a Basic education and - Elementary enrolment
literacy - Completion rate
- Basic and functional literacy
b. Participation - Membership in at least one area-based
community organization
- Participation in formal electoral exercises
These MBNs have been expanded. Clothing has been included. Likewise, family
care is now an enabling need.
The information on the MBNs came from an undated publication of the

Presidential Commission to Fight Poverty (PCFP).

DEVCOM 201
MODULE I
Lesson 5
PROGRESS CHECK TEST
Instruction: Match the items under Column A with those under Column B.
Column A Column B
1. Equal opportunity and better quality in a. Social mobility

training and education towards more
productive roles in society.
2. Those who till the land, if they do so desire, b. Enabling need

may own it by right.
3. Prevalence of micronutrient deficiencies. c. Survival need
4. Infant mortality rate d. Income security
5. Completion rate e. Shelter
6. Housing by type of materials f. Basic education and literacy
7. Employment or unemployment g. Health
8. Clothing h. Nutrition
9. Family care i. Non-human productive

resources
10. Freedom to change occupations j. Learning

DEVCOM 201
MODULE I
MODULE TEST
A. Instruction: Answer the items below.
1. What are the key concepts of development?

2. What are minimum basic needs?
3. What are the types of societies according to Riggs?
4. What are the concepts related to development?
B. Instruction: Study the illustrations. Then, answer the questions.
1. What do the illustrations show?

2. Do the situations depicted in the illustrations exist in your community?
Support your answer.
3. What are the implications of the illustrations of development?
4. What can you do to help improve the situations?
5. Are there programs in your community that aim to improve the situations? If
there are, describe these programs iun not more than five paragraphs each. If
there are no programs, what projects do you suggest?
Wealth Pyramid Population Pyramid

REFERENCES CITED
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activities of the ADB. Occasional Paper No. 7.
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countries with special reference to the food industries. Paper presented at the
seminar of the United Nations Economic Commission for Western Asia, Beirut.
Canlas, Dante (1996). Paper presented at the Senior Educators Assembly for
Environmental Planning and Management, Subic International Hotel, Zambales,
Philippines.
Chanco, Pedro III. (1976). Mass media and national development. In Malaglang,
Demetrio. (Ed.). (1976). From the village to the medium. Manila:
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Corea, Ernest. (1981). Beyond dialogue. Canada: Balmuir Book Publishing Limited.
Davis, Kingsly.(1969). World urbanization, 1950-70. Berkeley: University of California

Press.
& Golden Hilda.(1954). Urbanization and the development of pre-industrial areas.

Economic Development and Cultural Change, Vol. 3.
de Souza, Anthony & Porter, Philip. (1974). The underdevelopment and modernization of
the Third World. Washington, D. C.: Commission on college Geography.
Durkein, Emill. (1964) The division of labor in society. New York: Free Press.
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Asian Institute Of Journalism.
Eusebio, J.S. (1976). Resources and considerations for national development: The
nutrition viewpoint. Paper presented at the seminar workshop Program Genesis,
University of the Philippines at Los Banos.
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Hoselitz, B. F. (1957). Urbanization and Economic Development in Asia.Economic
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Inayatullah, Chaudry. (1967). Toward a non-western model of development. In Lerner,

Daniel & Schramm, Wilbur. (1967). Communication and change in developing
countries. Honolulu: East-West Center Press.
Integrated Environmental Management for Sustainable Development. (1996). PSSD

does a balancing act . Sustainable Development, Vol. 1, No. 1.
Jamias, Juan. (1973). The philosophy of development communication. Paper presented at

the faculty seminar of the Department of Forestry Extension. University of the
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Javier, Emil. 91975). resources and considerations for national development: the
agriculture viewpoint. Paper presented at the seminar workshop on program
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Press.
Lopez, Salvador. (1980). Development alternatives for the Third World. Paper presented at
the Samonte Memorial Lecture Series, University of the Philippines at Los Banos.
Mangahas, Mahar. (1977). Measuring the quality of life: Philippine social indicators.
Manila: Development Academy of the Philippines.
Ong, Genaro Jr. (1976). A theory of development communication. In Malalang,

Demetrio, (Ed). (1976). From the village to the medium. Manila:
Communication Foundation for Asia.
Presidential Commission to Fight Poverty. (undated). A national strategy to fight

poverty. Manila: PCFP.
Quebral, Nora. (1971). Development communication in the agricultural context. Paper

Presented at a symposium entitled In Search of Breakthroughs in Agricultural
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Rahman, S. &Alfthan, T. (1979). Household survey for poverty studies: Some
guidelines. Geneva: International Labor Organization.
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Mifflin Company.
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the dilemma. Socio-economic Planning Science, Vol. 1.
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(1967). taming megalopolis. New York: Doubleday.
Schumacher, E.F. (1975). Small is beautiful. London: Speere Books, Ltd.
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(Development Communication Concepts and Approaches)
MODULE II : HOW HUMANS COMMUNICATE
Copyright 1998

And
MARY EBITHAY Y. DY, Ph. D.
37
for

MODULE II
(How Humans Communicate)
Contents
Lesson 1: What Human Communication Is

Lesson 2: Elements Of The Communication Process
Lesson 3: When Humans Interact
Lesson 4: Transaction
Lesson 5: Making Communication Effective

1. Each course has at least four modules. Each of these modules has a minimum of four
lessons. Thus, this module is part of the series of modules for this subject.
2. After each lesson, you will find a Progress Check Test. This test enables you to check
your knowledge gained from the lesson.
When you have finished all the items in the test, please send your answer sheets to the
The coordinator
If your correct answers reach 70 percent or higher of the total items, you pass the
test.
determines not only your gain in knowledge but also the new skills you have acquired
and/or the skills you have enhanced. Likewise, the test identifies the positive
attitudes, practices, and values you have developed.
4. Send your answers to the Module Test to the same address given above.
5. We encourage you to do additional readings. We provided list of references for
this module.
Grade for the Progress Check Tests 25%
100%
We will inform you of you grade one week after we have received your answer
sheet for the Module Test.
7. After you have finished all the modules of this course, you will have to come to BSU
to take your final examination.
You will be exempted from the final test if your mean average for the Module Tests
will be 1.25 or higher.
Mean of grades for the Module Tests 75%
Final Examination 25%
100%
If you will be exempted from the final examination, your grade will be the mean
of your grades for the Module Tests.

MODULE II
HOW HUMANS COMMUNICATE
Scope of the Module
Lesson 1: What Human Communication Is

Lesson 2: Elements of The Communication Process
Lesson 3: When Humans Interact
Lesson 4: Transaction
Lesson 5: Making Communication Effective
The module gives the meanings and scope of human communication. It identifies the
elements of the communication process.
It also describes the five levels of communication interdependence and identifies the
barriers and principles of communication.
After finishing this module, you should be able to:
1. Identify the similarities and differences of the meanings of human

communication;
2. Frame your own meaning of communication;
3. Identify the elements of the communication process;
4. Determine the level of interdependence of a particular

communication situation;
5. Explain why transaction is the highest level of communication

interdependence;
6. Identify the barriers of human communication;
7. Apply the principles of communication;
8. Use the pointers in listening; and
9. Realize the scope of human communication.

DEVCOM 201 : DEVELOPMENT COMMUNICATION CONCEPTS
AND APPROACCHES
Lesson 1
What Human Communication Is
Objectives
1. Know the meanings that various experts have given to

communication
2. Frame your own meaning of communication;
3. Compare and contrast your meaning with those given by

communication experts;
4. Differentiate the ways by which we can view the communication

process; and
5. Realize the breadth and depth of human communication.

Meanings of Communication
Below are some definitions of communication.
Communications refers to some act, by one or more persons, of sending and

receiving messages that are distorted by noise, occur within a context,
have some effect, and provide some opportunity for feedback (DeVito,
1991).
Communication is the eliciting of response and successful human speech

communication is the eliciting of the desired response through verbal
symbolization (Zelko and Dance, 1965).
Human communication is a subtle set of processes through which people

interact, control one another, and gain understanding (Smith, 1966).
Communication is social interaction through symbols and message

systems (Gerbner, 1966).
Human communication involves anything to which we assign meaning

(Pappas and Ross, 1978).
Communication occurs whenever persons attribute significance to message-

related behavior (Mortensen, 1972).
Communication is a social achievement in symbolic behavior (Baird and

Knower, 1968).
Communication is an ongoing process. Ideas originate in an individuals

cognitive framework; they are coded and sent through some channel or
channels; the messages are received and decoded by another person
who responds according to his own cognitive framework (Fausti and
McGlone, 1972).
Communication is a social function, a sharing of elements of behavior,

or modes of life, by the existence of sets of rules Communication is not
the response itself but essentially the relationship set up by the transmission of
stimuli (signs) and the evocation of responses (Cherry, 1966).

The sequence of events which must occur to produce a communication
event maybe viewed as minimum of five sequential ingredients:
1) a generator of a 2) stimulus which is 3) projected to a 4) perceiver
which 50 responds discriminately (Goyer, 1970). The latter means that
the perceiver assigns meaning to the stimulus.
Communication is the act of transmitting information, ideas and attitudes from

one person to another (Agee, 1991).
Areas of communication
DeVito (1991) gave seven areas of human communication. He also gave the
purposes of these areas. These are given below.
AREAS PURPOSES
Intrapersonal (communication with To think, reason, analyze, and/or reflect.

oneself)
Interpersonal (communication To learn, relate influence, play, and/or
between two persons) help.
Small group (communication within To share information; generate ideas;
a small group of persons) solve problems; and/or help.
Organizational (communication To raise morale; increase productivity;
within formal organization) inform; and/or persuade.
Public (communication of speaker to To inform, persuade, and/or entertain.
audience)
Intercultural (communication To learn, relate, influence, play, and/or
between (people of different help.
cultures)
Mass ( communication addressed to To entertain, persuade (reinforce,
an extremely large audience, change activate and/or ethicize),
mediated by audio and/or visual inform, confer status, narcotize, and/or
means) create ties of union.
Meanwhile, Agee.et al. (1991) mentioned intrapersonal, interpersonal, and mass

communication. They said that:
Intrapersonal communication takes place within an individual;

Interpersonal communication involves the transmission of information, ideas,
and attitudes to one or more of an individuals senses of sight, sound, touch,
taste or smell; and
Mass communication refers to the process of delivering information, ideas, and

attitudes to a sizable, diversified audience through the use of media designed
for that purpose.
Views of the Communication Process
In 1948, Lasswell wrote the most famous single sentence in communication

research : A way to describe an act of communication is to answer the following
question : Who says what in which channel to whom with what effect? (McQuail
andWindahl, 1981).
This is a one-way view of communication. This traditional view assumes that

change happens only in the receiver.
The second view shows communication as the process by which a message is sent
through a channel from a source to a receiver, resulting in some changes (effect) in
knowledge, attitude, opinion, taste, outlook, and/or behavior in a two-way manner; in the
receiver, as he receives the message; and in the source, as he interacts with the receiver
while expecting or getting a feedback (Clavel, 1991).
Clavel added that the two-way process may be expressed in this way:
Feedback from the receiver in Time 1 constitutes his message to the source in Time 2.
In this interaction situation, the original source has become the receiver; and the receiver,
the source. The once clearly defined roles of source and receiver get blurred, as the
information exchange between the source and the receiver continues over a long period
of time.
Mercado (1990), on the other hand, viewed communication as a three-way

process. The ways are: feeding, feedfront, and feedback.
According to Mercado, feeding refers to the study of the receivers and their
environment. Research data are gathered and transformed into information. The process
of giving this information in an effort to improve their knowledge, attitude, skill, and
practice is called feedfront. Feedback is the receivers response to the information.

DEVCOM 201
MODULE II
Lesson 1
PROGRESS CHECK TEST
Instruction: Fill in the blanks with the correct word or group of words.
1. Communication is through symbols and message systems.
2. Communication is a social achievement in .
3. is communication with oneself.
4. refers to the process of delivering information, ideas, and

attitudes to a sizable, diversified audience through the use of media
designed for that purpose.
5. Communication can be views as a three-way process. The ways are

, feedfront, and feedback.
6. Communication is a function.
7. Human communication is a through which people

interact, control one another, and gain understanding.
8. Communication occurs whenever persons attribute significance to

.
9. The communication of a speaker to an audience is called

.
10. The one-way view of communication is shown by this question: Who says
what in which channel to whom ?

AND APPROACCHES
Lesson 2
Elements of the Communication Process
Objectives
After finishing this lesson , you should be able to:
1. Know the five basic elements of the communication process;
2. Differentiate message elements from message structure;
3. Identify the dimensions of the different types of channels;
4. Determine the effects of various types of communication; and
5. Realize how the characteristics of the source-receiver affect the

communication process.

The five basic elements of the communication process are source, message,
channel, receiver, and effect. These are discussed below.
Source-Receiver
There are several components which have to be considered. These are:
Communication skills. Encoding skills like the ability to write and speak,
and decoding skills like the ability to listen affect the outcome of a communication
situation. These skills should be complemented by the thinking skills like the ability
to reason and draw inferences.
Attitude. This is a relatively enduring disposition toward any characteristic

of a person, place, or thing based upon ones beliefs and emotional feelings (Liebert
and Neale, 1977). If you are the source, you have attitudes toward the receiver,
subject matter, channel, and yourself, among others. If you are the receiver, on the
other hand, you have attitudes toward the source, the subject matter, the channel, and
yourself among others.
Knowledge. This refers to bits of information which have been organized to form
meaningful whole. You need to know the subject matter, the audience, the channel, and
yourself, among others.
Social system. This refers to the group to which you belong. It also includes your
perceptions of youre a)place in the world, b) position in your own social class, and c)
rank, among others, which affect your communication behavior.
Culture. It is everything that is socially learned and shared by the members of

society (Horton and Hunt, 1977).
Message
Content consists of ideas within the message, while code refers to signs used to
form the message. The code can be verbal and/or nonverbal.
Treatment is the way the codes and content are selected and managed. A
newspaper makeup is an example of treatment.
The objects or units of the message are the elements. In the word fish, the
elements are f, i, s, and h.
The way the units are put together is the structure. Thus, if you have I, s, h, and f
as elements, you can structure these into fish.

The meaning of a message is not in the message itself; it is in the experience of the
source-receiver. Meanings can be denotative, connotative, structural, and contextual
(Berlo, 1960).
The denotative meaning serve as a link between the word and the referent. It is
sometimes referred to as dictionary meaning. This is because it indicates the references
that a language community has for a particular word.
For instance, in the dictionary, the meaning of dog is: a domesticated canine
mammal related to the foxes and wolves.
The connotative meaning is associated with the attitudes that the person develops
toward a word.
For example, a girl who gets a high grades in her test receives a dog as a prize
from her parents. The connotative meaning she acquires for dog is likely to be pleasant.
On the other hand, another girl gets bitten by a dog and has to suffer the pain of the
anti-rabies injections. This girl is likely to get a negative connotation towards the word.
Meanwhile, you get meaning from the structure when one word-sign helps you
predict another word-sign. Or, the sequence of two words-signs may tell you something
about their relationship that you could not get from either word by itself.
Thus, the structural meaning is found in the relationship between signs and other
signs.
For instance, you cannot see a relationship if you look at these elements: dog, I,
yesterday, a, and saw. But, if these elements are structured into: I saw a dog yesterday,
then you are able to see the relationship among the elements and to get a meaning from
them.
The contextual meaning is both denotative and structural. It is the former in the
sense that you try to get denotative meanings for terms when you do not have meanings
for them. It is the latter in the sense that you predict denotative meanings from the formal
relationships between these terms and other terms for which you already have meanings.
For instance, you may not have a meaning for corcom. But, if it is used in this
way: The corcom guards the house and barks when it sees strangers, then, you can
say that the word refers to a dog.

Channel
Channels can be viewed as the five senses ways by which the message reaches
the receivers central nervous system. They can also be considered as the disseminating
vehicles like newspapers and radios.
The message can also be viewed as a pattern of sound or light waves passing from
the source to the receiver through the channel.
The dimensions of channels are credibility, feedback, involvement or

participation, availability, permanence, multiplicative power, and complementarity (Rao,
1971). These dimensions are discussed below.
Credibility is the expertness and trustworthiness of a channel as perceived by the

receiver. For example, members of the upper socioeconomic groupings perceive the print
media as being more credible than the broadcast media.
Feedback is the opportunity a channel provides for the receiver to respond

immediately and maximally to affect the source. Face-to-face communication facilitates
feedback.
Involvement or participation refers to the perceptual effort required by all the

senses to comprehend information from a channel. The greatest possibility for
involvement is in interpersonal communication.
Availability is the frequency and extent to which a channel may be used to reach a
given audience. The print media are rarely available in areas where the peoples literacy,
especially functional literacy, is low.
Permanence is the ability of the channel to preserve a message. The print media
have this.
Multiplicative power refers to the relative potential of a channel to cover an

extensive geographical area with speed and timeliness. Face-to-face communication is
low in this dimension.
Complementarity is the channels potential for supplementing the work of

another channel. The mass and interpersonal channels are high on this dimension.

Effect
The effect of communication can be delayed or immediate.
If you read a book by your favorite author, you are informed and satisfied among
others. Thus, the book has immediate effects on you.
On the other hand, if you read a material on how to plant garlic during the rice-
growing season, you get both immediate and delayed effects. The immediate effect is that
you get information. The delayed effect would be those you get after applying the
information, e.g., increase in yield. The effects are also delayed, because you can plant
garlic after harvesting your rice crop.
Both these immediate and delayed effects are intended ones. The unintended effect
would be if you stop planting garlic, because of some information that the material
contains, e.g., lower market priced.
Jamias (undated) said that the effect equals the total or sum of the characteristics
of the source, channel, receiver, message and the response of the receiver. The latter can
also be taken to mean the reward received by the receiver.

DEVCOM 201
MODULE II
Lesson 2
PROGRESS CHECK TEST
Instruction: Answer the items below.
1. What are the components or characteristics of the source-receiver that

affect the communication process?
2. What make up a communication message?
3. What are the dimensions of a channel?
4. What are types of effects of a communication message?
5. What are the types of meanings?

AND APPROACCHES
Lesson 3
When Humans Interact
Objectives
1. Compare and contrast the first four levels of communication

interdependence;
2. Point out the pitfalls of the first three levels;
3. Identify the advantages of the fourth level; and
4. Determine the level of interdependence that occurs in varied

communication situations.

Two individuals, two other living organisms, or a living and a non-living
organisms, can have three possible relationships. To illustrate, let us label one of them A,
and the other, B.
First, A and B are independent if and only if either affects the other. Second,
A is dependent on B if B affects A but A does not affect B, or vice versa. Third, A and
B are interdependent if A affects B and vice versa.
In a communication situation, there are different levels of communicative

interdependence. Four were given by Berlo (1960): definition-physical, action-reaction,
empathy, and interaction. The fifth and the newest level is transaction. These five levels,
usually, do not happen separately. A communication situation may include some aspects
of each. The difference would lie on the emphasis of a particular situation.
The first four levels are discussed in this lesson. The fifth level is presented in
Level 4.
Definition-Physical Level
When two people are communicating, they rely on the physical existence of the
other for the production and reception of messages. They are interdependent, but only
because of the dynamic nature of the concepts of source and receiver.
Action-Reaction Level
The action of the source affects the reaction of the receiver; the reaction of the
receiver affects the subsequent reaction of the source; and so on.
Reactions serve as feedback which provides the source with information on his or
her success in accomplishing his or her objective. Feedback, then, exerts control over
future messages which the source encodes.
The action-reaction level has two pitfalls according to Berlo (1960). These are:
1. The terms action and reaction deny the concept of process.
2. We may begin to think of the process from the sources point of view, and
ignore the basic interdependence that produced the term feedback in the
first place.

Empathy Level
Empathy is the ability to project ourselves into other personalities. It is the process
through which we arrive at expectations. Therefore, an interpretative process occurs and
the expectations require decisions about the not-here, and the not-now. Expectations
about others affect our actions before we take them.
There are two theories of empathy: Inference and Role-Taking. The former is
psychologically oriented. Berlo (1960) gave the three assumptions of the theory:
1. Man has first-hand evidence of his own internal states. He can only have
second-hand evidence of the other peoples internal states.
2. Other people express a given internal state by performing the same
behavior that you perform to express the same state.
3. Man cannot understand internal states in other people which he has not
experienced. Man cannot understand emotions which he has not felt.
Based on the Role-Taking Theory, the concept of self does not precede
communication. It is developed through communication. This development has five
stages according to Berlo (1980):
The infant actually plays other peoples role without interpretation.

The infant plays other peoples roles with understanding.
The child begins to put himself in other peoples shoes symbolically, rather than
physically.
The individual develops his concept of the generalized other. This concept is the
synthesis of what an individual learns of what is general or common to the
individual roles of all other people in his group.
The individual develops his self-concept. This is the set of expectations that he has
as to how he should behave in a given situation.
Interaction
This is the goal of human communication and is the highest level of

communicative interdependence (Berlo, 1960).
This occurs if two individuals make inferences about their own roles and take the
role of the other at the same time. Their communication behavior, then, depends on the
reciprocal taking of roles.
The concept of interaction is central to an understanding of the concept of process

in communication. The concepts of source and receiver entities become less important
than the concept of process.
DEVCOM 201
MODULE II
Lesson 3
PROGRESS CHECK TEST
Instruction: Write True if the statement is correct and False if it is wrong.
1. The terms action and reaction underline the concept process.
2. Man has first-hand evidence of his own internal states.
3. The self-concept is the set of expectations that an individual has as to

how he or she should behave in a given situation.
4. The concept of interaction is central to an understanding of the concept

of the process in communication.
5. The generalized other is the synthesis of what an individual learns of

what is general or common to the individual roles of all other people in
his or her group.
6. Man can understand emotions that he has not felt according to the
Inference Theory.
7. There are two theories of empathy: Inference Theory and Role-Giving

Theory.
8. In the definition- physical level, the persons communicating are

interdependent, but only because of the dynamic nature of the concepts
` of source and receiver.
9. Reactions serve as feedback which provides the source with information

on his or her success in accomplishing his or her objective.
10. Other people, according to the Inference Theory, express a given

internal state by performing the same behavior that you perform to
express the same state.

AND APPROACCHES
Lesson 4
Transaction
Objectives
1. Know what transaction means;
2. Identify the three ego-states of any individual;
3. Use transactional analysis to ensure affective communication; and
4. Recognize why transaction is the highest level of communication

interdependence.

A lot of communication thought has changed since Berlo (1960) gave four levels
of communication interdependence. Now, it is believed that transaction is the highest
level. This is because under transaction, each individual has three ego-states (Harris,
1967). People find their sources of behavior in the three ego-states or orientations toward
themselves and others.
The ego-status, according to Berne (1964), are as follows:
Parent - resembles those of parental figures.

Adult - is autonomously directed toward the objective appraisal of
reality.
Child - represents archaic relics, still active ego-states which are
fixated in early childhood. The types are:
o Natural Child - is the spontaneous expression , e.g., rebellion or

creativity
o Adapted Child - is one who modifies his or her behavior under
the Parents influence.
The above means that this level is more complex than interaction. The
source receiver has to contend with six egos states, (his or her three ego sates
and the other persons three ego states instead of just two roles.
One of the first proponents of transaction is Ross (1977). Figure 1 shows his
transactional model. It focuses primarily on the human organism and human sign-
symbol behavior. Each human is viewed as being both a sender and a receiver.
Thus a person is a transreceiver.
Ross explained this model in this way:
Let us assume that the person on the left side is a woman who wishes
to communicate a message to another person. The idea is
represented by the star inside her brain.
Let us suppose that the concept is an abstract one, such as love.
The fan projecting from each brain represents our 12 billion brain
cells. In this womans brain is her knowledge, past experience,
feelings, attitudes, emotions, and many more things that make her
the person she is.

Psychological climate - Noise
Mutual Influence
Perception Perception
Selecting Encoding Decoding

Selecting
& &
Situation-complex
sorting sorting
Signs-symbols
Momentary-set
Language
Arrangement
Voice Action
Idea
Reconstructed
Idea Feedback
Channel
Media method
Sending
Kniowledge Knowledge
Past Past
Experience Experience
Feelings Feelings
Attitudes Attitudes
Emotions Emotions
Others Others
Active participation
Figure 1. Rosss transactional model of communication
Our sender now sorts through and selects from her storehouse
of knowledge and past experience. She chooses items that help
her define and refine what she is trying to say. She has to have a
basis upon which to perform this operation, a program if you will.
We can think of the brain in some ways as a computer. The forebrain,
for example, becomes a kind of input regulator where she feeds the
program.
The womans program includes questions like:
1. What do I have stored under love?

2. What do I know about the other person?
3. What do I have on file for this particular situation
and context?
You can almost visualize the program in action. It asses, accepts,

rejects, cross-references, and synthesizes the information in the storehouse.
In short, it selects and sorts the appropriate knowledge and past experience,
among others.
Our sender must now choose her codes and apply at least the same program
of questions.
The sender then transmits the message. She has chosen to do so orally.
Let us assume also that there is no unusual distraction or noise in the situation,
and that the sensory abilities of each person are adequate. Because the message
concerns love, the situation may be fairly critical.
Finally (and this operation may involve but seconds), the other person receives the
message. The resulting sensations experienced by the receiver are the first part of
human perception. The interpretation of what the sensations mean in this particular
situation is the second part.
The receiver decodes the signs, symbols, and language of the sender. He or she
sorts through his or her storehouse of knowledge and experiences, among others.
He or she selects those meanings that allow him or her to create a message on
love.
To the extent that this re-creation is similar to the senders intended message, there
is communication.
The reconstructed idea, then, depends heavily upon a persons prior knowledge,
experience, and so on.

Feedback is useful in a self-correcting or adapting sense. As the transmitted
message is bounced off the receiver, it feeds back information that allows the
sender to correct and refine her signal, or to sustain and strengthen it.
This model of Ross, however, is more of the interaction level rather than the
transactional one. The latter is more complicated. A person has to be aware of and to
consider his or her three ego - states and, at the same time, be aware of and consider the
three ego states of the other person.
There are three types of transactions: complementary, crossed and ulterior (Harris,
1967). A complementary transaction is one in which the reactions seem appropriate and
anticipated and that appear to follow the usual pattern of human relationships. On the
other hand, a crossed transaction occurs when an unexpected response comes from the
other person.
An ulterior transaction occurs when a statement involves two ego states. This
means that the overt and apparent comment masks a second meaning.

DEVCOM 201
MODULE II
Lesson 4
PROGRESS CHERCK TEST
Column A Column B
1. Self- correcting or adapting sense a. Transaction
2. Resulting sensations and their b. Parent

interpretations
3. Elements like knowledge, past experiences, c. Natural Child

feelings, attitudes, and emotions
4. Contends with two roles as a source d. Child

Receiver and as a receiver - source
5. Resembles those of parental figures e. Adapted Child
6. Modifies his or her behavior under the f. Parent

Parents influence
7. Represents archaic relics g. Interaction
8. Spontaneous expression h. Total person
9. Directed toward the objective appraisal i. Human perception

of reality
10. Each individual has three ego states j. Feedback

AND APPOACHES
MODULE 11 : HOW HUMANS COMMUNICATE
Lesson 5
Making Communication Effective
Objectives:
At the end of the lesson, you should be able to:
1. Identify the barriers to communication;
2. Improve the communication process by using the principles of communication

to overcome the barriers;
3. Apply the guides to effective listening; and
4. Appreciate the importance of effective communication.

Barriers to Communication
When we communicate, we want the process to be effective. Thus, we have to know

the barriers to communication, so we can avoid them
.
DeVito (1971 and 1991) gave the barriers. These are given below.
1. Polarization
This is the tendency to look at the world and to describe it in terms of
extremes. It is often referred to as the fallacy of either-or or black and
white.
2. Intensional orientation (the S is intentional)
This refer to the tendency to view people, objects, and events in the way
in which they are talked about or labeled rather than in the way they
actually exist and operate. It is seen when we act as if the words and labels
are more important than the things they represent. We act as if the map is
more important than the territory.
3. Fact-inference confusion
Inferential statements may be made at and about any time, and by

anyone. They may also go beyond what has been observed, and so,
involved varying degrees of probability. They are not subject to verifiable
standards.
The problem arises not in making inferential statements, but in acting as if

these are factual.
4. Allness
Because we are so convinced that we know all the reasons, we are quick
to judge and evaluate the actions of others with great confidence that we
are doing is justified.
5. Static evaluation
While it is possible to make statements without reference to past, present,

or future, it is almost impossible to tell why they were produced.
Statements have the tendency to remain static and unchanging, while the
object or person to whom they originally referred to may have changed
enormously.

6. Indiscrimination
We focus on classes of individuals or objects or events and fail to see

that each is unique or different, and needs to be looked at individually.
This is at the heart of the common practice of stereotyping. A stereotyping
is a relatively fixed mental picture of some group which is applied to each
individual of the group without regard for his or her unique qualities.
7. Bypassing
It is a pattern of misevaluation in which people fail to communicate their

intended meanings. Haney (1973) defined it as the miscommunication
pattern which occurs when the sender (speaker, writer, and so on) and the
receiver (listener, reader, and so forth) miss each other with their
meanings.
There are two forms of bypassing. These are:

Two person use different words, but given them the same meaning.
Two person use the same word, but given the words different
meanings.
Principles of Communication
DeVito (1971) gave some principles in communication that can help us to avoid the
barriers of communication. This means that if we know the principles and apply them, we
can have a more effective communication.
These principles are given below.
1. Principle of immanent reference
All verbalization make some reference to the present, specific context,

speaker, and audience.
2. Principle of determinism
In a communication situation, regardless of what we do or say, or do not do

or say, we communicate. Words and silence alike have message value. They
communicate something to the other people who, in turn, cannot respond and
are, therefore, also communicating. Communication, then, has always a
reason or reasons.

3. Principle of recurrence
In our interactions, people tell us many times and in many ways about
themselves. We also do the same to them.
4. Principle of contrast
If we are to receive information from a signal, we must know what that

signal is and what that signal is not.
5. Principle of reasonable alternatives
In understanding and analyzing interactions, we need to know the

reasonable alternatives that could have been used.
6. Principle of relativity of signal and noise
What is a signal and what is a noise in any communication situation is

relative rather than absolute.
7. Principle of reinforcement
In interactions, messages are transmitted simultaneously through a number

of different channels. The channels reinforce one another. The message is
presented as a package.
8. Principle of adjustment
Communication may take place only to the extent that the parties
communicating share the same system of signals. However, no two persons
share identical signal systems. So, they will have to adjust their connotative
and denotative meanings for terms they have in common.
9. Principle of priority of interaction
In understanding and analyzing interactions, we must begin with the actual

interaction behavior.
10. Principle of the forest and the trees.

Any interaction is a whole that cannot be fully understood from an analysis only
of its parts.

Listening
In verbal communication, listening is the key to understanding (koontz, et.al.

1986). Davis and Newstrom (1985) gave 10 guides to improved listening.
These are:
Stop talking.
Put the talker at ease.
Show the talker that you want to listen.
Remove distractions.
Empathize with the talker.
Be patient.
Hold your temper.
Go easy on arguments and criticism.
Ask question.
Stop talking.
You will notice that stop talking is given twice. Davis did this to emphasize the
importance of the guide.

DEVCOM 201
MODULE II
Lesson 5
PROGRESS CHECK TEST
Instruction: Write the letter of the best answer.
1. Any interaction is a whole that cannot be fully understood from _________

only of its parts.
a. a study
b. an analysis
c. an understanding
2. In our interactions, people tell us many times and in many ways about
_______.
a. their messages
b. their emotions
c. Themselves
3. What is a signal and what is a noise in any communication situation is

_________.
a. absolute
b. relative
c. flexible
4. Put the talker _______.
a. at ease
b. in the center
c. in your mind
5. Polarization is the tendency to look at the world and to describe it in _______.
a. fallacies
b. its totality
c. extremes

6. We act as if the map is more important than the _______.
a. reality
b. actual
c. territory
7. The problem arises not in making inferential statements, but in acting as if

these are _________.
a. true
b. factual
c. verifiable
8. Two persons can use different words, but give them _________.
a. different meanings
b. the same meanings
c. relative meanings
9. In a communication situation, regardless of what we do or say, or do not do or

say, we __________.
a. communicate
b. send messages
c. send and receive messages
10. The channels ________ one another.
a. supplement
b. complement
c. reinforce

DEVCOM 201
MODULE II
MODULE TEST
1. You are given a picture of your mother. You are asked to gouge the eyes.
What will you do? Why?
2. Give your reactions to the statements below:
a. It is difficult to transfer technologies to the farmers, because they

are dogmatic.
b. Ilocanos are miserly.
c. We cannot not communicate.
3. How does your cough illustrate the principle of relativity of signal

and noise?
4. Prepare a message for Education for all that you believe will be
accepted by the cultural communities. Why do you believe that this
will be accepted?
5. Why is the channel likened to:
a. a boat
b. a boat dock
c. a bridge
d. the water
6. How can the differences in the perception of time affect the

communication situation among a Spaniard, an American, and a
Filipino?
7. Can Catholic priest be an effective speaker for artificial family

planning methods? Why?
8. Give one communication situation. Make three version of this

situation by describing the three types of transaction that may occur:
complementary, crossed, and ulterior. How can the problems in the
crossed and ulterior transactions be solved or remedied?

REFERENCES CITED
Agee, Warren; Ault , Philip; & Emery, Edwin. (1991). Introduction to mass
communication. New York; HarperCollins Publishers, Inc.
Baird, A. Craig & Knower, Franklin.(1968). Essentials of general speech. New York:
McGraw-Hill Book Company.
Berlo, David (1960). The process of communication. New York; Holt, Rinehart and
Winston.
Berne, Eric. (1964). Games people play. New York: Random House, Inc.
Cherry, Collin. (9166). On human communication. London: M.I.T. Press
Clavel, Leothiny.(1991). Government information in practice. Manila: Asian Institute

of Journalism.
Davis, k. &Newstorm, K. Human behavior at work, organizational behavior. New

York ; McGraw-Hill Book Company.
DeVito, Joseph. (1971). Communication : concepts and processes. Englewood Cliffs,

New Jersey : Prentice-Hall, Inc.
. (1991). Human communication. New York ; Harper Collins Publishers,

Inc.
Fausti, Remo &McGlone, Edward. (1972). Understanding oral communication. Menlo

Park, California ; Cummings.
Grebner,George. (1966). on defining communication: still another view. Journal of

Communication, Vol. 16, No.2.
Goyer, Robert. (1970). Communication, commutative process, meaning : toward a

unified theory, Journal of Communication, Vol.20, No.1.
Haney,W. (1973). Communication and organizational behavior :textand cases.

Homewood, Illionois : Irwin.
Harris, Thomas. (1969). Im okyoure ok. New York : Harper and row, Publisghers.
Jamias, Juan. (undated). Effective communication for development. Mimeographed

Koontz, Harold; ODonnell, Cyril; &Weihrich, Heinz.(1986). Essentials of management.
New York : McGraw-Hill Book Company.
Lasswell, Harold. (1948). The structure and functions of communication in society. In

Bryson, Lyman. (1948). The communication of ideas. New York : Harper and
Row.
Liebert, Robert & Neale, John.(1977). Psychology. New York : John Wiley and Sons,
Inc.
McQuail, Dennis &Windahl, Sven. (1981). Communication models for the study of mass
communication. New York: Longman, Inc.
Mercado, Cesar. (1990). Population information, education, and communication for the
upland. Paper presented at the national Symposium on Population Information,
Education and Communication and the Environment, UP-PCED, Quezon City.
Miller, Gerald. (1966). On defining communication: another stab. Journal of

Communication, Vol. 16, No. 2.
Mortensen, C. David. (1972). Communication. New York: McGraw-Hill Book Company.
Pappas, Edward & Ross, Raymond.(1978). Human communication. Englewood Cliffs,

New Jersey : Prentice-Hall, Inc.
Ross, Raymond. (1977). Speech communication. Englewood Cliffs, New Jersey:

Prentice-Hall, Inc.
Smith, Alfred. (1966). Communication and culture: readings in the codes of human
interaction. New York: Holt, Rinehart and Winston Inc.
Zelko, Harold & Dance, Frank. 91965). Business and professional speech
communication. New York: Holt, Rinehart and Winston, Inc.

MODULE III : INTRODUCTION TO DEVELOPMENT COMMUNICATION
Copyright 1998

And
MARY EBITHAY Y. DY, Ph. D.
72
for

MODULE III
(Introduction To Development Communication)
Contents
Lesson 1: Beginnings OfDevCom

Lesson 2: Meanings OfDevCom
Lesson 3: Approaches ToDevCom
Lesson 4: Features OfDevCom
Lesson 5: What DevCom Can Do
73
The coordinator
If your correct answers reach 70 percent or higher of the total items, you pass the
test.
and/or the skills you have enhanced. Likewise, the test identifies the positive
attitudes, practices, and values you have developed.
4. Send your answers to the Module Test to the same address given above.
5. We encourage you to do additional readings. We provided list of references for
this module.
100%
We will inform you of you grade one week after we have received your answer
sheet for the Module Test.
7. After you have finished all the modules of this course, you will have to come to BSU
to take your final examination.
You will be exempted from the final test if your mean average for the Module Tests
will be 1.25 or higher.
Final Examination 25%
100%
If you will be exempted from the final examination, your grade will be the mean
of your grades for the Module Tests.
74
MODULE III
INTODUCTION TO DEVELOPMENT COMMUNICATION
Scope of the Module
Lesson 1: Beginnings of DevCom

Lesson2: Meanings of DevCom
Lesson 3: Approaches to DevCom
Lesson 4: Features of DevCom
Lesson 5; What DevCom Can Do
This module introduces you to development communication (DevCom).

Thus, it presents how DevCom started in the philppines, especially the evolution of the
curricular offerings on the discipline.
It also includes some of the meanings and features of and the approaches to
DevCom. Likewise, the multi-faceted roles of Devcom are presented.
Objectives of this Module
After finishing this module, you should be able to;
1. Describe the beginnings of DevCom in the Philippines;
2. Frame your own definition of DevCom;
3. Compare your definition with those of other DevCom academicians

and practitioners;
4. Differentiate the approaches to DevCom;
5. Present major features of DevCom;
6. Describe what DevCom can do to help attain the development

goals of the Philippines;
7. Compare and contrast DevCom with the other communication

disciplines; and
8. Realize why DevCom is suited to countries that aim for holistic

development.
75
DEVCOM 202 : DEVELOPMENT COMMUNICATION
CONCEPPTS AND APPROACHES
MODULE III : INTRODUCTION TO DEVELOPMENT
COMMUNICATION
Lesson 1
Beginnings of DevCom
Objectives
1. Trace the origin of the discipline;
2. Trace the evolution of the first curricular offerings on the discipline;

and
3. Explain why development communication is the Philippines major

contribution to the field of communication.
76
In a paper I presented in 1990, I said that DevCom as a formal discipline started
at the University of the Philippines-Los Banos. One of the participants, Roger
Sese, claimed that the Communication Foundation of Asia (CFA) was the first to
use DevCom. On the other hand, Dr. Madeline Suva concurred with my position.
There really is a controversy as to who or what agency can really claim DevCom
as its baby. To settle this issue, let us look at what Dr. Nora C. Quebral and
Father Cornelio Lagerwey have written.
Father Lagerwey, the founder of the CFA Media Group, said in 1990:
Id like to tell a simple story back in the 60s when the miracle rice was
discovered. That time, Secretary Rafael Salas and I went to Los Banos to find out
what this miracle rice was all about. We went from a doctor in biology, to a
doctor in physiology, to so many different people sitting around the table, all rice
experts from different nations, to find out about miracle rice. I got a few
mimeographed papers with some data on miracle rice. Then, I said; Yeah, but
what is miracle rice? I stayed to interview the staff members for a couple of
days.
Then, I began to ask myself, if miracle rice is intended for farmers, what
will happen between the knowledge of the International Rice Research Institute
(IRRI) and the farmer in the field; between knowledge on one side and
ignorance on the other side; and how to bridge this; how to transform this
knowledge and make communication tool to help the farmer develop himself/
This was the birth of the Ang Tao magazine. Without it, miracle rice would
remain an item in the daily papers or an image on the television screen.
Based however on the above, the CFA was into development communication in
the 1960s. However, it was UPLB that coined the term development communication
and that started the first curricular programs on the discipline. To quote Quebral
(1975):
We did not invent the concept of communication as a support to

development. If one person did, a man by the name of Erskine Childers would be
closest to it, as far as I can make out. We did coin the name development
communication independently of others and gave it to our department before the
phrase became fashionable. We have also, I think, contributed a fair share of initial
conceptualization of the discipline.
77
There is one thing that UPLB may take full credit for, however, and
that is for innovating the first curricular programs on development
communication.
Thus, development communication has been a major contribution of the UPLB

to national development efforts (Quebral, 1976 and Jamias, 1976).
The Department of Development Communication (DDC) at the College

of Agriculture started as the Office of Extension and Publication in October 1954.
One of its objectives was to popularize and to disseminate to rural and urban
people research and other constructive information on agriculture and home
technology (Ward, 1957).
To accomplish this objective, a press service was set up. The outputs were sent to
radio stations, and national and community newspapers and magazines. From the start,
the thrust of these media materials was purposive communication: to disseminate
information useful in improving farming and homemaking practices, and to inform the
public about the results of research being done by scientist at Los Banos (Jamias, 1977).
The expansion of the office paved the way for the graduate studies of its staff.
Their educational stint abroad broadened their perspective on the roles of the Office.
Thus, in 1962, it became an academic department: The Department of agricultural
Information and Communication (DAIC).
The DAIC began to offer courses for the Bachelor of Science in Agriculture,
major in Agricultural Communication. The department, then, was the first to offer
communication courses in the country.
The fields of specialization were agricultural journalism, radio broadcasting, and

audiovisual communication. The orientation of the courses was developmental right
from the start although they are not labeled as such. They went under the title
agricultural extension, then later changed to agricultural communication.
(Quebral, 1974).
In 1965, the Master of Science (MS) in Agricultural Communication was

offered.
On March 11, 1974, the University Council of UPLB approved the Bachelor of
Science in Development Communication (BSDC) curriculum. Two weeks later, the name
of the department was changed to the Department of Development Communication
(DDC).
78
Under the BSDC curriculum, the major fields became development
journalism, community broadcasting, and the educational communication. The
curriculum was designed, according to Quebral (9174), to enable the students to:
1. Acquire a theoretical base in the sciences and applied arts that underlie the
study of human communication.
2. Learn practical skills in the interpersonal and mass communication.
3. Gain a basic grasp of the issues and problems of development, in

general, and of the subject matter of one developmental area, in
particular.
4. Apply the concepts, principles, and skills of communication in the solution

of problems in a developing society.
The BSDC curriculum was first offered during school year 1974-75.
The masteral program now leads to the MS in Development Communication.

The change in the name occurred in February 1973. Then, on April 2, 1977, the
University Council instituted the Doctor of Philosophy (Ph.D.) in Development
Communication.
The development communication curriculum is the first communication

study program in the Philippines that has a component training in a technical
subject matter to be communicated, such as agriculture, forestry, and nutrition.
(Jamias, 1977).
Meanwhile, the DDC was the first to offer a degree program in development
communication in the world.
The DDC is now the Institute of Development Communication.
79
DEVCOM 201
MODULE III
Lesson 1
PROGRESS CHECK TEST
Instruction: Fill in the blanks withthe correct word or group of words.
1. The was already into DevCom in the 1960s.
2. In the 1965, the was offered by the UPLB.
3. The coined the name development communication.
4. has been a major contribution of the UPLB to national

development efforts.
5. The _______ was the first to offer communication courses in the country.
6. The title agricultural extension was later changed to .
7. On March 11, 1974, the University Council of UPLB approved the

.
8. In February 1973, the MS AgCom became the .
9. On April 2, 1977, the University Council instituted the .
10. The came up with the first curricular programs on

DevCom.
80
COMMUNICATION
Lesson 2
Meanings OfDevCom
Objectives
After finishing this lesson, you should be able to;
1. Give some meanings of Development Communication (DevCom);
2, frame your own meaning of DevCom;
3. Compare and contrast your meaning of DevCom with the

definitions given in this lesson; and
4. Realize why DevCom is of, for , and by the people.
81
Perception is the process by which we become aware of the many stimuli
impinging our sense. It influences what stimuli or messages we take in and the meanings
we give them once they reach our awareness. (DeVito, 1991).
DevCom is one of the stimuli that we perceive. Thus, people also give it varied
meanings.
When DevCom was still in its evolutionary stage, Quebral (1971) gave the
following definition:
Development communication is the art and science of human

communication applied to the speedy transformation of a country and the mass
of its people from poverty to a dynamic state of economic growth that makes
possible greater social equality and the larger fulfillment of the human potential.
Meanwhile, Ong (1976) said that development communication is really an

educational process. It aims at developing social consciousness, personal responsibility
towards ones fellowmen, ones community and country. in other words, a social
conscience. Hence, the termconscientization, a sensitizing of the conscience.
The concepts of DevCom as a science and as education were fused by Father

Lagerwey (1990). He said;
The science which uses communication to change and motivate people

through education and inspiration towards development ids development
communication or simply, DevCom.
DevCom brings about a planned growth intended to promote human

development, reducing, if not eradicating poverty, unemployment, and other social
inequalities. It is engaged, not only in mere reporting facts and opinions but also
in teaching the people and leading them to action. It imparts and shares ideas
to nurture and cultivate the proper attitudes, skills, and values that are needed
to develop. In short, DevCom is a communication science that assists
developmental goals.
In 1987, I wrote that DevCom is communication for development. This

summarizes the definitions given above.
82
The differences between DevCom and present media system was given by
Cura (1990). She said:
Development communication is a peoples alternative response to the

present media system which is top to bottom in operation, owned by the moneyed
class, is highly technological, and promotes values that favor having more as
against being more. In contrast, development communication is an open,
two-way communication which allows feedback, is owned and managed by
the people, and reflects the interest and needs of the majority. It is indigenous
and of the alternative type, and enhances our cultural heritage. It promotes the
values of pagpapakatao, nationalism and patriotism, mutual sharing,
cooperation, and liberation from unjust and oppressive structures.
Abaya (1990) mentioned some of the elements of communication process in his

definition. He said that DevCom is a two-way process. It unites both sender and receiver
in a common understanding to work towards a common goal development and
betterment of their lives.
Devcom as a causative factor in development was given by Jayaweera (1987). He

said that it refers to the communication strategies of a whole society or the
communication component of a national development plan.Its real significance lies in
its tendency to create a climate within a whole society and its capacity to influence the
ambience re the consciousness within which the development takes place.It tends to be
seen by its proponents as a causative factor in development.
83
DEVCOM 201
MODULE III
Lesson 2
PROGRESS CHECK TEST
Instruction: Write true if the statement is correct and false if it is wrong.
1. Conscientization refers to the sensitizing of the senses.
2. DevCom is really a promotional process.
3. DevCom is a peoples alternative response to the present media system.
4. Perception is the process by which we become aware of the many

stimuli impinging in our senses.
5. DevCom is a communication science that changes developmental goals.
6. DevCom brings about a planned growth intended to promote human

development.
7. DevCom proponents tend to see it as a causative factor in development.
8. DevCom is a two-way process according to Abaya.
9. DevCom promotes the values of pagpapakatao, nationalism and

patriotism, mutual sharing, cooperation, and liberation from
unjust and oppressive structures.
10. DevCom is the art and science of human communication applied to the
dynamic transformation of a country from a state of economic depression
to a state of socioeconomic equilibrium.
84
COMMUNICATION
Lesson 3
Approaches to DevCom
Objectives
1. Describe DevCom based on what it is and what it is not;
2. Give the five approaches to DevCom; and
3. Realize that DevCom is a process and that it continues to evolve.
85
Development communication (DevCom), as it is known and practiced in the
Philippines, is a product of Third world conditions. Unlike other fields of
communication, it did not take root and mature in the First World and then was
transplanted to the developing countries.
The discipline is founded on an idea: to use communication to hasten

development. It aims to make the impetus for development come from within the people.
To make it easier to understand the discipline, Quebral (1971) described what it is

and what it is not. Her description is given as below.
1. It is not publicity per se. The development communicator may use

the same media as the publicist does, but his aim is to stimulate
public awareness and understanding of planned change, and of the
agency that is promoting it, so as to create a climate of acceptance
under which the agency can do its appointed work.
2. It uses any and all communication channels that can achieve its
goals.
3. It is basically an approach or a point of view that sizes up a problem

in the light of people to be reached and of overcoming or
sidestepping the barriers in the way of reaching them.
4. It is audience-oriented, its main target being rural farm folks whose

characteristics point to an affinity with oral and pictorial
communication.
5. It is communicating with the intent of promoting development in all

aspects and at all levels.
Thus, Jamias (1973) said that as an isolable field of specialization, three main
ideas defined the evolving philosophy of development communication: it is
purposive; it is value laden; and it is pragmatic. To do these can be added the other
features which, with the first three, I have discussed in lesson 4: it is science-oriented,
people-oriented, mass-oriented, and relevant; has aesthetic or artistic inclination
(Dy, 1990) and interdisciplinary orientation,
Meanwhile, Pontenila (1990) mentioned the five approaches to DevCom. He said

that the two of the early communication approaches to development were the diffusion
and adoption processes of Rogers and Shoemaker. Their approaches were for
disseminating and for adopting new ideas and innovations (Arevalo, 1980).
86
The diffusion approach emphasizes the source. The Good News of Che-
cheLazaro is a diffusion type of program. The feature is intended to project a better
image of the country and project excellence (Molina, 1990).
On the other hand, the weakness of the Adaption/Adoption Approach is that it is

not useful in determining what type of information is neede to improve the knowledge of
the people (Molina, 1990).
Another approach is Development support Communication (DSC). Erskine

Childers came up with a method of communication appraisal, planning, production and
evaluation for some country projects of UNDP and UNICEF (Childers andVajrathon,
1975). But his approach seems more like an application of public relations which is a
management function of development organizations (Quebral, 1988).
The latest approaches were Mercados (1987) Communication Management

Paradigm and Gonzaless Neo-Evolutionist approach (1987).
The paradigm is a process of analyzing, planning, organizing, leading, monitoring,

documenting, and evaluating the various elements of communication, either singly or
entirely (Mercado, 1987). On the other hand, Gonzales likened his approach to water at a
certain critical temperatures; water turns to ice or to steam (Pontenila, 1990).
But, like many of us, he is still looking for answers (Pontenila, 1990). He asks
whether human development is analogous to water, and what functional structure, a
factor, which in the case of water, temperature could be found in man to hasten
development. (Gonzales, 1987).
87
DEVCOM 201
MODULE III
Lesson 3
PROGRESS CHECK TEST
1. DevCom is basically an approach or .
2. DevCom is communicating with the intent of . in all

aspects and at all levels.
3. The diffusion approach emphasizes the .
4. DevCom uses any and communication channels.
5. Another approach to DevCom is Childers .
6. The was proposed by Gonzales.
7. DevCom is - oriented.
8. DevCom is - laden.
9. DevCom is not per se.
10. Mercados approach is the .
88
COMMUNICATION
Lesson 4
Features OfDevCom
Objectives
1. Articulate the features that make development communication

(DevCom) distinct from the other fields of communications;
2. Explain the similarities and differences between DevCom and

other communication areas;
3. Illustrate why DevCom is both an art and a science; and
4. Recognize that DevCom has features that make it suite to

development endeavors.
89
Development communication (DevCom) has eight major features. These are:
goal orientation, pragmatism, relevance, mass orientation, scientific outlook,
people orientation, value orientation, and artistic inclination. These features are
discussed below.
Goal Orientation
Communication schools which subscribe to the traditional orientation teach

their students the values and methods of non-purposive transfer of ideas. DevCom
is on the opposite end of this orientation, because its purposive, i.e., it has
conscious intent. This means that it has specific goals which it wants to achieve.
The purpose of DevCom, broadly stated, is to use communication to achieve

development. Thus, as a practitioner, you have to ask questions like: What will the
receiver do after he or she receives my message? Will he change his or her behavior,
attitudes, values, or beliefs?
Pragmatism
This DevCom is goal-oriented, it inevitably follows that it has to be judged by the

results it achieves. Thus, as a practitioner, you have to ask whether you achieved the
intended results or not. at the same time, you must be able to identify the unintended
results of the communication process.
Artistic Inclination
The artistic expression comes mainly in the content and treatment of

messages.
Relevance
Former Undersecretary of Public Information Reuben Canoy (1975) said that

in todays partnership in development, media is called upon not merely to observe,
nor to report or analyze changes in the social, political, and economic life of the
people. Media is called upon in clear and unmistakable terms to help in shaping
these changes and to help in bringing them about. As a communication practitioner,
you have to be guided by the needs of the people. You have to be relevant to the
culture, values, and aspirations of the clientele you serve.
90
Mass Orientation
The present communication structures in most Asian countries have an over-

concentration of resources in the urban areas. As a development communicator, therefore,
you face the challenge of reaching the mass of the people. The need is for media that may
have lesser reach but great impact on the mass of the people than the urban-based media.
This is not to say, however, that the urban media cannot take on an orientation that gives
the people who need it most the access to diverse sources which before we considered the
most exclusive properties of urbanites.
Science Orientation
Your audience as a development communicator is the human being. if you

are to be effective in the performance of your job, therefore, you need a sound
background in other social sciences like economics and in the behavioral sciences
like psychology. You also need knowledge of the physical and biological sciences,
because many of the messages you will transmit deal with the results of these
sciences.
Interdisciplinary Orientation
The interdisciplinary approach to community development finds expression,

among others, in the use of the same approach in DevCom. This means that you
have to be in contact and to work with people belonging to other fields of
specializations.
People orientation
The individual is the end of, not the means to, development. For instance, based
on a minimum cost food basket, it is estimated that about 70 percent of Filipino families are
poor. But farmers, farm laborers and fishermen registered the highest incidence of poverty
among the occupational groups (DA, 1989). Given this orientation, you have to deliver
messages to these groups, messages that will enable them to rise from the socioeconomic
quagmire.
Value Orientation
As a development communicator, you are expected to internalize certain values and

to let these values be your guides in the performance of your functions.
Likewise, the message you communicate has a value attached to it by the source and
the receiver of the message, and by you. The other members of the source, receiver, and
communication systems may also have their valuation of the message. The same may hold
true with the members of related and other systems.
91
DEVCOM 201
MODULE III
Lesson 4
PROGRESS CHECK TEST
Column A Column B
1. Purposive a. Interdisciplinary Orientation
2. Judged by the results b. Science Orientation
3. Content and treatment of messages c. Value Orientation
4. Shape and bring about changes d. Present Asian communication

structures
5. Greater impact on more people e. People Orientation
6. Work with those from f. Conscious Intent

fields of specialization
7. All types of sciences g. Goal Oriented
8. Valuation of the message h. Artistic Inclination
9. Over-concentration of resources i. Relevance

in the urban areas
10. Person as end of development j. Mass Orientation
92
COMMUNICATION
Lesson 5
What DevCom Can Do
Objectives
1. Explain the roles of development communication (DevCom) in a

developing country like the Philippines;
2. Identify the constraints faced by DevCom in performing its roles;
3. Identify the opportunities for DevCom as it plays its roles; and
4. Appreciate the importance of DevCom in the attainment of the

countrys developmental goals
93
Development communication (DevCom) creates an environment favorable
for development. Its primary concern is enabling people to recognize their needs
and find solutions to their problems. This means that it inculcates in the people the
ability to decide on what needs to be done and to accomplish what has been decided
on. Its goal is to teach the people how to fish rather than to give them the fish.
In this contest, DevCom can be used in a number of ways and it takes on a multi-
faceted role.
Development Communication as an Economic Force
Developing countries undergo the pressures emanating from their desire to

catch up with the developed countries in industrial growth and information
revolution. The pace they have set for themselves, more often than not, is not
suitable to their conditions.
The economic situation of a country, for instance, may not allow the closing of
the gap in the disparity existing between a developed and a developing country.
In the Philippines, the oil crisis hampered economic growth. The crisis in black gold
resulted to a crisis in the economy, which was aggravated by other forces until it reached
the full-blown condition it has today. In this situation, it is difficult for the country to
allocate resources for communication.
But, DevCom is in its elements in this situation. It is this kind of environment

which provides one of the major raison d etre for its existence. It becomes a potent
tool in t he concerted efforts to pull the country from a debacle.
Development Communication in Political Development
Politics is a function of communication. This implies that the basic processes

of national development can be viewed as problems in communication. For example,
the disparity in access to information between the rural and the urban areas reflects
the structure of national communication systems. The problem call for DevCom
strategies that analyze the manifest and latent attitudes and values in the processes
of political change.
DevCom also provides the knowledge base for the people which they need in
their effort to lay common grounds for performing their watchdog function on
the performance of the politicians on whom they placed their trust. It sets the standards
by which the people could legitimately question the motives and intentions of those
initiating political action. It also provides the forum for mass politics.
94
Likewise, it can provide the principles of political casualty which can constantly
remind politicians that their political acts and behavior have consequences and that their
man-sized acts are, in reality, society-sized acts.
Educational Value of Development Communication
Education is useless without information. For instance, educators would remain in

a rut if they do not keep up abreast with the latest trends in their field. The students would
develop the wrong value if the information they receive from their teachers strengthen the
exploitative structures in the society.
DevCom, then, is a fundamental element of education. Its channels can be used

to uplift the cultural life of the people by supporting performing arts and developing new
creative art forms, among others. It also complements formal education like when
development-oriented agencies conduct non-formal education classes
for housewives and out-of-school youth.
Development Communication as a Voice in Participatory Development
DevCom delivers information o the people which they need to understand their
needs and to arrive at a consensus as to what they have to do. It provides the people a
channel through which they can air their needs and aspirations. It gives policy-makers
and those concerned the opportunity to hear these needs and problems, and to dialogue
with the people on the ways to meet these. It has the avenues for criticisms of and support
for the national leadership and its practices.
Development Communication in Nation Building
Development cannot take place in a vacuum. There must be a growth of national

awareness and loyalty. People, irrespective of their differences in culture, language,
religion, or political belief, must work together to arrive at common goals.
DevCom triggers the realization that too much preoccupation with individual goals
and self-interests will only lead to a society that lags in many aspects. It mobilizes the
human resources of society in the effort to build a new sense of national unity.
Development Communication as Extender of Effective Market
Nationalized economies are characterized by information flows that center

mainly on price and availability costs. However, in countries where there is free
enterprise, private ownership of business is encouraged. Communication facilities tend to
be extended. The Facilities would include telephones, telegraph, postal services, and
mass media channels.
95
Development Communication as a Component of National Planning
A country is made up of communities that interact with one another. The country
is also a system which interacts with other systems. This interaction necessitates the
exchange of information both within the micro and the macro systems.
DevCom can pinpoint the information which is needed as basis for the
development plans of a system. For instance, information on the extent of forest
denudation can serve as basis for plans and policies on conservation and exportation of
raw materials, among others.
Development Communication as an Entertainment Fare
One complaint against DevCom is that it usually consists of dull materials.

But this need not be the case. The materials can also be transformed into a form wherein
they entertain and ye perform the functions which are expected through radio dramas
or through folk media like the Balitaw.
96
DEVCOM 201
MODULE III
Lesson 5
PROGRESS CHECK TEST
1. Education is useless without .
2. Nationalized economies are characterized by information flows that center

mainly on .
3. One complaint against DevCom is that it usually consists of

.
4. Politics is a of communication.
5. DevCom has the avenues for criticisms of and support for the
and its practices.
6. DevCom creates an favorable to development.
7. a country is made up of communities that with one

another.
8. DevComs primary concern is enabling people to recognize their

and find solutions to their problems.
9. DevCom form education.
10. DevCom provides a forum for .
97
DEVCOM 201
MODULE III
MODULE TEST
A. Instruction: Answer the items briefly but completely.
1. Are propaganda and DevCom the same? Why?
2. What are the differences and similarities among DevCom,

communication arts, and mass communication?
3. What values of the development communicator set him or her apart

from the traditional media practitioner? Give examples to illustrate
how these values are used in the work of a development
communicator.
4. How can the entertainment media infuse the features of DevCom into the
materials they produce?
5. What are the roles of DevCom in the context of the crisis in lahar-
devastated areas?
6. Is DevCom the panacea to the problems in the country? Why?
7. What other roles can development communication play in a

developing country?
8. Why do you think was it necessary to create DevCom as a new

discipline?
9. Why should Filipinos be proud of DevCom?
10. Is DevCom for rural audiences only? Why/
11. What channels can be used by DevCom?
12. What is the philosophy of the discipline? Does this philosophy

coincide with what you have as a communication practitioner?
13. What development project is your agency implementing now? What

approach to DevCom would be suited to the communication
component of this project? Why?
98
B. Instruction: Enumerate the items below.
1. Roles of DevCom
2. Features of DevCom
3. Approaches to DevCom
99
REFERENCES CITED
Abaya, Antonio. (1990). Development communication and political development issues.

Paper presented at the First National Congress on Development Communication,
Communication Foundation for Asia, Manila.
Arevalo, Caaatalino, S. J. (1980). Notes for a theology of development. In Elwood,

Douglas. (Ed.). (1980). Asian Christian Theology. Philadelphia: The
Westminster Press.
Canoy, Reuben. (1975). Communication media and technology in development: the

Department of Public Information experience. Speech at the seminar on
Communications Media and Technology, Manila.
Childers, Erskine &Vajrathon, Mallica. (1975). social communication component

in development programs. In Jamias, Juan. (Ed.). (1975). Readings in
development communication. College, Laguna: Department of
Development Communication, UP-Los Banos.
Cura, Nenita. (1990). Development communication and social issues. Paper

presented at the First National Congress on Development Communication,
CFA, Manila.
Department of Agriculture.(1989). Strategy for countryside development.

Quezon City: DA.
DeVito, Joseph. (1991). Human communication. New York: HarperCollins

Publishers, Inc.
Dy, Mary Ebitha. (1987). Introduction to development communication.Batac,

Ilocosnorte: Mariano Marcos State University.
. (1990). Development communication and public relations. Paper

presented at the First National Congress on Development Communication,
CFA, Manila.
Gonzales, Ibarra. (1987). Communication for development: a neo-evolutionist

approach. Philippine Communication Journal.Vol. 2.
Jamias, Juan. (1973). The philosophy of development communication. Paper

presented at the faculty seminar at the Department of Forestry Extension,
College of forestry, UPLB.
100
. (1976). Development support communication in the UPLB. Paper
presented at the Workshop on the Contributions of the UPLB to National
Development, UPLB.
. (1977). Beyond conventional news reporting development

journalism. SEARCA professorial chair lecture, UPLB.
Jayaweera, Neville. 91987). Rethinking development communication: a holistic

view. In Jayawera, Neville &Amunugama, Sarath.(Ed.0. (1987). Rethinking
development communication. Singapore; The Asian Mass Communication
Research and Information Centre.
Lagerwey, Cornelio. (1990). Introduction to development communication: its

philosophy and approach. Paper presented at the First National Congress on
Development Communication, CFA, Manila.
Mercado, Cesar,.(1987). A new paradigm for communication programs. Philippine

Communication Journal, Vol. 2.
Molina, Exequiel. 91990). Bringing the dollars home through the telephone.
Businessworld.
Ong, Genaro, (1976). A theory of development communication. In Maglalang

Demetrio. (Ed.). (1976). From the village to the medium. Manila: CFA.
Pontenila, Roberto. (1990). Development communication and total human

development. Paper presented at the First National Congress on
Development Communication, CFA.
Quebral,Nora. (1971). Development communication in the agricultural context.

Paper presented at the symposium entitled In Search of Breakthroughs in
Agricultural Development, UPLB.
.(1974). The making of a development communicator. Media Asia,

Vol.1, No. 2.
. (1975). Development communication.In Jamias, Juan.(ed.0. 91975).

readings in development communication. College, Laguna: Department of
Development Communication, UPLB.
. (1976). Development communication: status and trends. College,

Laguna: SEARCA.
101
. (1988). Development communication. College, Laguna: College of
Agriculture, UPLB.
Ward, William. (1957). Bridging the gap between scientist and farmer through
communication. In UP College of Agriculture 1957 annual report.
102
MODULE IV: EXPERIENCE IN DEVELOPMENT COMMUNICATION
Copyright 1998

And
MARY EBITHA Y. DY, Ph. D.
72
For

MODULE IV
(Experiences in Development Communication)
Contents
Lesson 1: Bringing Light To The Dark Continent

Lesson 2: Learning From TheCampesinos
Lesson 3: Linking People With The Government
Lesson 4: Empowering The People
104
The Coordinator
If your correct answer reaches 70 percent or higher of the total items, you pass the test.
and/or the skills you have enhanced. Likewise, the test identifies the positive attitudes,
practices, and values that you have developed.
4. Send your answer to the Module Test to the same address given above.
5. We encouraged you to do additional readings. We have provided the list of references for
this module.
______
100%
We will inform you of your grade one week after we have received your answer sheet for
the module test.
7. After you have finished all the modules of this course, you will have to come to BSU to
take your final examination.
You will be exempted from the final test if your mean average for the Module Tests will
be 1.25 or higher.
Final examination 25%

______
100%
If you will be exempted from the final examination, your grade will be the mean of your grades
for the Module Tests.
105
MODULE IV
EXPERIENCE IN DEVELOPMENT COMMUNICATION
Scope of the Module
This module consists of four lessons. These are as follows:
Lesson 1: Bringing Light To The Continent
Lesson 2: Learning From TheCampesinos
Lesson 3: Linking People With The Government
Lesson 4: Empowering the People
This module contains example on the use of development communication in Botswana,

Kenya, Mexico, India, Afghanistan, and the Philippines.
After finishing this lesson, you should able to:
1. Identify the strategies and tactics used in different projects;
2. Determines which of the strategies are innovative and interactive;
3. Point out the strength and weaknesses of the project;
4. Identify the lesson from the projects that you can used in your development
communication projects; and
5. Recognize that development communication helps to attain development goals.
106
DEVCOM 201 : DEVELOPMENT COMMUNICATION CONCEPTS AND
APPROACHES
MODULE IV : EXPERIENCES IN DEVELOPMENT COMMUNICATION
Lesson 1
Bringing Light to the Dark Continent
Objectives
After finishing this lesson, you should able to:
1. Pick out the innovative and interactive strategies used in the communication
projects;
2. Determine the strength and weaknesses of the projects;
3. Identify the non-conventional channels used in the projects; and
4. Point out the output and outcomes of the projects.
107
Lafatshe la Rona (Our Land)
o Country : Botswana
o Audience : Adult population
o Objectives: To involve the public in learning about and commenting on land-

use policies.
o Sponsors : Botswanas Ministry of local Government and Land and other

NationalGovernment agencies, with financial aid for from
British Government
o Starting date : Beganin 1975, carried out primarily in 1976, and completed
follow-up stage in 1977.
o Description:
The project was an experiment in participatory decision making. It was also an

attempt to solve a land problem at the heart of semi-arid countrys economy.
It was an educational and consultative campaign to explain and get feedback on

land zoning policies and other aspects of land management programs.
The public consultation had four phases:
Autumn 1975.The President and his Ministers had a two month speaking tour. They
attended about 100 meetings. They explain the policy and answer the question of the
villagers.
July 1975 to February 1976. Briefing and seminar for government officials were held.
December 1975 The radio Learning Group Campaign was trial-run.
1976 to 1977. The campaign was conducted on a full scale. Public responses were
analyzed and used.
108
During the campaign, information on the land zoning proposals and their implication
for the people were broadcast to about 3,200 listening group, averaging 16 members
each. Group discussion leaders were recruited and trained by the extension workers in
agriculture, health and community development.
Each group met twice a week for five weeks to discuss the broadcast and the specially
prepared materials. These were the flipchart, an illustrated version of the paper zoning
policy, pictures and study guided.
After each programs, each group leader mailed a report on the group discussion to the
campaign organizers. The latter used the information to work out land use plans and
prepare the broadcast programs which answered question or issues raised.
o Results
It was estimated that one adult out of six was reached directly by the campaign.
The desired outcomes were achieved. These were national consensus on the need for
new land-use policies and on the most effective ways for implementing such policies.
Kipsigis Homestead Cattle Dip Management Program

o Country : Kenya
o Audience : Dairy farmers(about 200) near Sotik and Kipsigis
o Objectives : To use small media to provide cattle raiser with educational

and motivational information related to a dick eradication
program.
o Sponsors : US Peace Corps and the Government of Kenya
o Starting date : 1970
o Description :
109
Discussions with the farmers and local veterinarians confirmed the assumption that the
famers did not understand how dipping cattle control dick. They also reveal the farmers
who did not grasp the relationship were reluctant to pay dipping fees. The chemical
solution they used too weak to be effective.
The veterinary extension workers tied to remedy these problems by consulting with
groups of farmers and with the member of Cooperative management. However, their lack
of experience with nonformal education approaches fitted to little more than chide
uncooperative farmers.
Thus, two Peace Corps volunteer worked with the veterinary extension agents to
develop photo booklets with Swahili caption and accompanying taped narration in the
local languages. They also made three-dimensional demonstration models and other
audiovisual aids for use at the dipping facilities and in the farmer meeting and
cooperative committee sessions.
In all learning activities, they involve the Wazee (venerable elders). The Wazee
discussed traditional animal husbandry practices. Thier stories prompted the other
farmers to reflect on the changes.
All the farmers in the group were free to ask and answer questions, and to share
information. Resource persons outside of the community participated in the discussions.
However, they did not introduce new information until the local people were ready for
and able to use it.
The audiocassette recorder was the major medium to obtain the reactions of the farmers
to the learning activities, share the proceedings of the meeting with the farmers who were
absent, and record oral history related to agriculture.
o Results :
The discussion enabled the extension agents to mix knowledge within the community
and new information relevant to the farmers needs and situations in the solution to the
problem.
110
Management of the dips becomes more efficient. A greater emphasis was placed upon
maintaining the correct chemical concentration in the dip tanks; an improve system of
record keeping was devised and put to use; and much needed repairs to the dipping
facilities were made. The farmers also started to adopt other improved husbandry
practices.
111
DEVCOM 201
MODULE IV
Lesson 1
Progress Check Test

Instruction : Write True if the statement is correct and False if it is wrong.
1. Lefatshe la Rona used participatory and consultative strategies.
2. Although the farmers in Kipsigis did not understand the relevance of dipping, they
are willing to pay the fees.
3. The Kipsigis project used small media.
4. The audiocassette recorder was the main medium in the Kipsigis project.
5. Lefatshe la Rona was both experimental and problem-oriented.
6. The Kipsigis project led to the adoption of other improved farming technologies.
7. The Wazees were involved in all the learning activities of the Kipsigis projects.
8. The veterinary extension agents in Kipsigis were well-versed in nonformal

education approaches.
9. Lefatshe la Rona led to a national consensus on the need for land-use policies.
10. Lefatshe la Rona showed the effect of political will on the results of a
communication project.
112
DEVCOM 201: DEVELOPMENT COMMUNICATION CONCEPTS AND
APPROACHES
LESSON 2
LEARNING FROM THE CAMPESINOS
Objectives
1. Describe the communication component of Plan Puebla;
2. Explain why the Radio Huayacotla project worked;
3. Identify the strength and weaknesses of the two projects;
4. Recognize the relevance of the two projects to the campesinos; and
5. Draw lessons from the two projects that could be used to improve development
communication programs in the Philippines.
113
Plan Puebla
o Country : Mexico
o Audience : Campesinos(about 100 in 1968, about 8,000 in 1976, and
501978) in the Puebla valley
o Objectives : 1. To establish an eight-component agricultural program for

stepping upcorn production.
2. To support the program with an agricultural information

system.
o Sponsors : 1. Rockefeller Foundation working through the International

Maize andWheat Improvement center (CIMMYT) in 1967
to 1973
2. Graduate College of Agriculture at Chapingco
3. State government of Puebla
4. Ministry of Agriculture (sole sponsor since 1973)
o Starting Date : Began in 1967,expanded in 1978
o Description :
There was close cooperation among researchers, agronomists, educators, mass media
specialists, anthropologist, administrators, government officials, and bankers. All of them
were involved in planning and implementing the program.
The communication and evaluation components overlapped. The same channels used
for disseminating information to the farmers were also used to send feedback on project
development and innovation adoption to researchers and administrators. The resulting
process, more circular than two-ways, was non-stop and participatory.
114
The mass media used were posters and other audiovisual aids and handbills. Recording
were also broadcast in the villages from a soundtrack. There were also drama and radio
programs. Many of the campesinos served as speakers of these radio programs which
were broadcast weekly.
During the third year, three films were produced. The campesinos acted in these films.
A folk medium was also used. A campesino drama troupe developed a skit depicting
the plight of the campesinos at the mercy of the bloodsucking middleman.
o Results :
1. The farmers had an increased awareness of new agricultural technologies

and techniques. This led to the adoption of these. Thus, corn yields and,
consequently, income increased. The living conditions also improved.
2. There were positive changes in the attitude of the farmers. For instance, the
farmers gave enough support to group activities. They also went into risk-
sharing and long-range planning.
3. The behavior of the campesinos improved. For instance, the number of

campesinos who defaulted on farm loans lessened dramatically. Their rate
of participation in the project activities steadily increased.
Radio Huayacotla
o Country : Mexico
o Audience : Campesinos and other inhabitants of a177,000-square-kilometer

Region in Eastern Mexico (about 11 million people)
o Objective : To stimulate self-reliance, self expression.
Cultural integration and agricultural productivity
o Sponsors : 1. SistemaEducativoRadiofonico (1973)
2. Fomento Cultural y Educativo since (1975)
115
3. Food and Agricultural Organization
4. Ashraf Pahlavi Foundation International
o Description :
It was an attempt to use two-way radio as a stimulus to self- development. The

project enlisted the active participation of the audience. It also encouraged continuous
feedback.
The listeners were mostly farmers. One-third of them were illiterates.
The components of the project were the radio station, the work team, and an adviser.
The work team consisted of a coordinator, an agriculturist, a communication officer,
three field workers, and two radio operators.
The adviser was with the Education Research center in Mexico.
The daily broadcast was from 4:00to 8:00 p.m. It included news, agricultural
education, entertainment, and other information on a number of subjects.
The listeners helped in selecting the social problems addressed in the radio program.
They wrote to express needs, complaints and/or curiosity.
o Results :
No formative evaluation had been conducted when the report on the project was
written. However, project documents showed that the listener kept on writing to the
project.
The participants developed vitality and political consciousness.
Proof of the success of the project was that it was expanded.
116
DEVCOM 201
MODULE IV
Lesson 2
Progress Check Test
Instruction: fill in the blanks with the correct word or group of words.
_____________ 1. One of the results of Plan Puebla was that the number of campesinos
who defaulted on ________ lessened dramatically.
_____________ 2. The Radio Huayacotla project aimed to stimulate self-reliance, self-

expression, cultural integration, and____________.
______________3. After Plan Puebla, the farmer went into ________ and long- range
planning.
______________4.The Radio Huayacotla listeners helped in selecting the __________

addressed in the radio program.
______________5.__________ was an attempt to use two way radios as a stimulus to

self- development.
______________6. The agricultural program in Mexico that aimed to set up corn

production was called ___________.
______________ 7. Under Plan Puebla, the same channels used for disseminating
information were also used for getting.
______________8. The communication process under Plan Puebla was nonstop and
_______________.
______________9. The components of radio Huayacotla were the radio station, the
_____________, and an adviser.
_____________10. The folk medium used under plan Puebla was a ____________.
117
APPROACHES
MODULE IV : EXPERIENCE IN DEVELOPMENT COMMUNICATION
Lesson 3
Linking the People with the Government
Objectives
1. Identify the key features of each of the three communication projects;
2. Point out the strength and weaknesses of each projects;
3. Suggest ways by which the communication project could have been enhanced;
4. Identify the strategies that have been tried in the Philippines; and
5. Realize that our Asian neighbors have been using development

communication although they may not have named it as such.
118
School-on-the-Air
o Country : India
o Audience : Farmers
o Objective :To impart a systematic knowledge of agricultural science to farmer-

listeners via radio broadcasts.
o Sponsor : All India Radio
o Starting Date : August 1975
o Description :
The radio stations choose literate listeners with access to radios as audience of the
broadcast series. The staff assumed that if they received the information, they would
become contact farmers who would disseminate modern agricultural innovations to the
other villagers. The staff believed that the other were not able to interpret and were
without access to this type of information.
The SOA broadcast six courses between 1975 and early 1976. Each course consisted
of five half- hour lessons. The Agricultural Department of the State Government of West
Bengal helped in the planning of the curriculum. The Department also selected the
broadcast trainors of teachers.
The trainors prepared the lessons and read them over the radio every Sunday between
7:00 and 7:30 p.m. They delivered the lecture slowly, so that the farmer-listeners could
write the important points. They repeated key points and unit numbers and measures
several times. Then, they asked the questions to be answered by the farmers.
Before the listeners mailed responses to the questions to the radio station, their
requests for clarification on points broadcast were answered. The trainors marked test
papers and, at the end of the year, the listener received a certificate of appreciation along
with his grades.
119
o Results:
Only 114 farmers actively participated in the first course. They generally took three
out of the six courses offered during the session. Most of them were interested in the
courses on the cultivation of wheat and on summer paddy. Their major motives in joining
was to learn more about scientific farming. The desire for improved profits was the
second major reason.
After the results were analyzed by the Department, the next SOA was altered to stress
the most popular subjects. The broadcast time was also changed.
The second SOA had more participants, 115-180, depending on the course.
The evaluation also showed that the participants were prospective farm leaders or
potential contact farmers.
Aid to Rural Broadcasting
o Country : Afghanistan
o Audience : Farmers in the Afghan provinces of Wardak, Logar, Kunduz,
and Herat (About 17,500 people)
o Objectives:
1. To improve rural broadcasting as a means of supporting rural development

activities.
2. To test the feasibility of establishing in Afghanistan a communication

system involving radio, cassettes, and farmers feedback.
o Sponsors : Food and Agricultural Organization (FAO), Afghanistans

Ministries of Agriculture and Education, and Radio Afghanistan
o Starting date: Planned in 1973; implemented in 1976
120
o Description
Tapes recorders and 100 tapes were bought.
A survey was conducted to determine the kinds of information the farmers wanted
and could use and that project employees could provide.
Because the production staff and the listeners were not satisfied with the quality and
content of the broadcast, a foreign consultant from FAO was brought in. He provided in-
service training for one year to seven full-time staff.
Likewise, additional recording equipment was brought and a staff vehicle was
secured. The latter was used for the field trips and gathering of farmers feedback.
Fifty-six extension agents from eight extension units were selected as participants.
They were briefed and each was given a radio. They conducted 16 meetings which served
as pre-project survey. They visited the villages on Wednesdays to drum up interest in the
broadcast, distributed cassettes, and solicit farmers request, criticism, questions, and
comments.
Village Home, and Agriculture was broadcast on Wednesdays.
o Results:
Records showed that 3,883 of the intended audience had heard at least one tape. Two out
of every three farmers had heard programs on national land reform and four out of five of
those who heard the message felt that all their questions had been answered satisfactorily.
The farmers acquired knowledge that they considered useful. They tended to value
cassette-carried (as opposed to that passed from farmer to farmer) information more as
they grew accustomed to the medium. They also said that the program had improved.
Half of the farmers who had heard the tapes listened regularly to the radio broadcast as
compared with 3 in 10 times of those who had not heard the tapes.
121
DEVCOM 201
MODULE IV
Lesson 3
Progress Check Test
1. The farmers major motive in joining the All India Radio SOA was to learn more
about scientific farming.
2. The second SOA of the All India Radio was the same as the first SOA.
3. The audience of the SOA in India was the literate farmers.
4. The Afghanistan project answered the questions of the farmers excellently.
5. The Afghanistan project gathered feedback from the farmers.
6. The Afghanistan project did not feel the need for pre-implementation surveys.
7. The six courses of the All India Radio had five half-hour lessons.
8. Many of the participants of the Afghanistan project did not find the information they
received relevant to their needs.
9. The extension agents involved in the Afghanistan project visited the villages to
drum up interest in the broadcast.
10. In the SOA in India, the project staff assumed that both literate and illiterate farmers
had the potential of becoming contact leaders.
122
DEVCOM 201: DEVELOPMENT COMMUNICATION CONCEPTS AND
APPROACHES
Lesson 4
Empowering the People
Objectives
1. Describe the two projects included in this lesson;
2. Identify the strength and weaknesses of the projects;
3. Identify the innovative and participative strategies used in the projects; and
4. Realize the role of communication in empowering the people
123
Distance Learning System
o Audience : Resident of five barangayin Alaminos, Laguna
Participants
o Objectives :
1. To deliver technical information on charcoal making.
2. To develop productive skills among the rural folk.
3. To develop among the rural folk a recognition of the importance of wise

use of the importance of wise use of resources.
o Sponsors :
1. Forest Products Research and Development Institute (FPRDI)
2. Forest Products Research Foundation, Inc. (FPRFI)
3. DZLB
o Starting Date : 1984
o Description :
FPRDIs Technical Information Division (TID) implemented the project.
Alaminos, Laguna was selected as the project area based on set criteria. Among these
were the availability of raw materials for charcoal production and the areas nearness to
Los Banos.
The project staff meets with the town and barangay officials. These meetings
resulted in the selection of the barangays to be involved.
The willingness of the barangay leaders to cooperate with the project staff became an
added criterion.
124
The project staff conducted a baseline survey. This survey aimed to find out the
residents media use and preferences and socioeconomic profiles.
The preferred time of the residents for the school-on-the-air (SOA) was also
identified.
A linkage was set up with DZLB, the educational broadcast station of the University
of the Philippines- Los Banos.
DZLB gave a 30-minutes slot to the SOA. This was the air time of
PaaralansaPagsasaka, a farm program aired from 7:00 to 7:30 p.m. every Monday,
Wednesday, and Friday.
The station gave the SOA free air time. The permanent host of the program agreed to
act as co-host of the SOA. A TID staff served as the other host.
The project staff, with the help of the local leaders, did a listenership campaign. One
hundred thirty-nine residents enrolled.
While the survey and the campaign were going on, the research and production staff
gathered the materials needed for the SOA. The scripts and the course manual, in
Filipino, were prepared.
Feedback sheets were distributed to the enrollees. These sheets contained the
enrollees answers to the lecture questions, request for tunes, and questions on items of
the lecture which they failed to understand fully.
The latter were answered during the Friday broadcast.
The feedback sheets were collected by the area coordinators. Each barangay had a
coordinator, who was also a resident of the area.
The area coordinators submitted the sheets to the field staff of TID. The staff went to
the project area every Thursday.
Before the start of the SOA, the enrollees took the pre-test. After the SOA, they
answered a post-test. Both tests had the same items.
The results of the post-test were compared with those of the pre-test. This enabled the
project staff to identify changes, such as that on knowledge.
The broadcasts were supplemented by demonstration in the sites.
125
The graduation ceremonies coincided with the 27th anniversary program of the FPRDI.
The enrollees who finished all the lessons of the SOA received certificates of completion.
Those who failed to complete the course received certificates of participation.
The top 10 graduates also received prizes from FPRFI and the National Food
Authority (NFA).
The staff also did follow-up activities. One of these was the market survey on the
demand-supply situation of charcoal. This was done in San Pablo City, Sta. Cruz,
Alaminos, Calamba, and Los Baos, all in Laguna. It was also done in Tanauan,
Batangas.
The staff interviewed 26 wholesaler-retailers. The data gathered included sources of

charcoal, buying price, mode of delivery, selling price, volume of charcoal received and
sold, and consumer preferences. They were also asked about their willingness to absorb
the produce of the SOA graduates.
Results of the survey were disseminated to the graduates during meetings.
Group Media
o Audience-Participants : Fisher folk in Cavite, Laguna, and Rizal
o Objectives :
1. To develop the communication capability of the fisherfolk.
2. To enable the fisherfolk to air their side on the injustice they are
suffering.
o Sponsor : Asian Social Institute
o Starting Date : 1986
126
o Description :
Before 1972, the 90,000-hectare Laguna Lake was a public fishing ground of the
70,000 people living around it. By 1978, the lake became the property of influential
government officials and businessmen.
The fisherfolk wanted to bring their plight to the attention of the other sectors of
society. The ASI decided to equip them with communication skill, so they could present
their sides.
The ASI staff taught the leaders how to produce their newsletter and how to
document their programs and activities through photography.
They were also taught the basics of participatory research.
With ASIs help, the fisherfolk wrote the script for their soundslide production. The
soundslide presented their side. It also included their poems and songs.
o Results:
1. Group media expanded the fisherfolks collective consciousness. The

media also developed their ability to articulate their problems.
2. The people gained self-confidence to broadcast their plight. They called

for a press conference. The Federation of Rural Broadcasters of the
Philippines attended. In telling their stories, the people used some of
their group media outputs, such as posters, photos, newsletter called
Alon, drama, and soundslide production.
They also used the tri-media (television, radio, and newspaper) to inform others of their
problem.
3. The fisherfolk now receive support from various sectors of society, e.g.,
farmers, laborers, students, professionals, and church workers.
127
DEVCOM 201
MODULE IV
Lesson 4
PROGRESS CHECK TEST
__________ 1. The willingness of local leaders to cooperate with a project has to be a

criterion in selecting a project site.
__________ 2. The communication skills of people from all walks of life can be
developed.
__________ 3. People need to recognize the importance of wise use of resources.
__________ 4. The tri-media are not interested in presenting the plight of the poor.
__________ 5. Communication can empower the people.
__________ 6. The materials needed for a SOA, such as the course manual, are best
prepared at the end of the program.
__________ 7. A feedback sheet for a SOA must contain only the answers to the lecture
questions.
__________ 8. People from all the sectors of society are free to use media to air their
sides or plight.
__________ 9. All types of media can be used for development goals, such as to
empower people.
__________ 10. Follow-up activities should be part of a development communication

program.
128
DEVCOM 201
MODULE IV
MODULE TEST
1. What approaches, strategies, and tactics were used in the communication

programs or projects?
2. What are the strengths and weaknesses of the communication programs or

projects?
3. What lessons for development communicators and other development workers

can be drawn from the experiences of the countries which implemented the
programs or projects?
4. Do you know about other development communication programs implemented

in the Philippines and in other countries? If you do, describe these.
129
REFERENCES
Anon. (1976).Identification of participants of the school-on-the-air for farmers.
Indian Agriculture, Vol. 20, No. 2
_____. (1977). Development communication in the provinces Wardak, Logar, Kunduz,

and Heart. Rome, Italy: Food and Agriculture Organization.
Bracco, Beatriz. (1977). A rural radio programme for Mexico.In Bracco, Beatriz.
(1977). Ideas and action. Rome, Italy: Food and Agriculture Organization.
Cisneros, Heliodoro Diaz. (1976). Plan Puebla: Ten years of experience in

promoting agriculture development among subsistence farmers of Mexico.
In Cisneros, Heliodoro. 1976. Non-formal education and the rural poor.
Michigan: Michigan State University.
_____; Sanchez, Leobard; & Laird, Reggie. (1974). The Puebla Project in Mexico.
Paper presented at the Integrated Communication Conference, Cali, Columbia.
Clearinghouse on Development Communication.(1977). Project profiles.

Washington, D.C.: CODA.
Crowley, David & Kidd, Ross.(1976). Botswanas radio learning group campaign.
England: International Extension College.
Dey, Pradip.(1977). Agricultural broadcasting in Calcutta.Combroad, No. 34.
Dy, Mary Ebitha Y. (1987). Communication models, theories, and strategies.

Batac, Ilocos Norte: Mariano Marcos State University.
Hurly, Paul.(1977). Lefatshe La Rona radio learning group campaign of Botswana.

In Balcomb, John.(1977). Communication for social development in Africa.
Nairobi: United Nations International Childrens Educational Fund.
Lundeen, Bruce &Lundeen, Alisa. (1977). The potential of locally produced

materials and small media in community development. Unpublished paper.
Myren, Delbert. (1974). Analysis of communication in the Puebla project. Paper

presented at the Integrated Communication Conference, Cali, Colombia.
130
Purnasin, Supalak& Griffin, Robert. (1976). Summary report on the radio farm
forum pilot project. Bangkok, Thailand: United Nations Development
Program and Development Support Communication Service.
Ramirez, Mina. (1989). Devcom and community organizing process: a Philippine

experience. In Jayaweera, Neville &Amunugama, Sarath. (ed.). (1989).
Rethinking development communication. Singapore: The Asian Mass
Communication Research and Information Centre.
Stockley, Trevor. (1977). Assistance to rural broadcasting Afghanistan. Terminal

report. Rome, Italy: Food and Agriculture Organization
131
132

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DEVELOPMENT COMMUNICATION 201

Development Communication Concepts and

MODULE: OVERVIEW OF DEVELOPMENT

BENGUET STATE UNIVERSITY

MARY EBITHA Y. DY. Ph. D

Sherry Junette M. Tagle

Development Communication Concept and Approaches BSU- Open University

BSU DISTANCE EDUCATION MODULE

Development Communication 201

(Introduction to Development Communication)

Lesson 1: What Development Is

Development Communication Concept and Approaches BSU- Open University

Development Communication Concept and Approaches BSU- Open University

Scope of the module

This module consists of five lessons. These are as follows:

Overview of the Module

Objectives of the Module

After finishing this module, you should be able to:

Development Communication Concept and Approaches BSU- Open University

After finishing this lesson, you should be able to:

In the context of developing countries, therefore, what is development?

Development Communication Concept and Approaches BSU- Open University

Although economists still maintain that economic growth is the foundation of

Likewise, the National Economic Development Authority (NEDA) aims to attain

Economic development. This refers to the application of new agricultural practices to

Development Communication Concept and Approaches BSU- Open University

The change aspects also exist in the agricultural viewpoint of development. It is

The people-orientation of definitions appears to be rapidly emerging and spreading.

The environmental factor is also part of the definition of Inayatullah (1967). He

Development Communication Concept and Approaches BSU- Open University

The process aspect of development is another reason. If we agree that a process is

Development Communication Concept and Approaches BSU- Open University

Instruction: Choose the letter of the best answer.

a. exploitative social structures

__________4. Economic development, according to NEDA, has to be compatible with a

Development Communication Concept and Approaches BSU- Open University

__________6. Technological development, according to Feliciano, is the acquisition of

___________7. To Javier, development is inducing positive attitudes and__________

__________8. Development is a ___________, thus, it is ever-changing.

_________9.Ong said that development really means

_________10. Development is ____________: its meaning varies based on ones

Development Communication Concept and Approaches BSU- Open University

Concepts Related to Development

After finishing this lesson, you should be able to:

1. Compare and contrast the concepts of development, modernization,

What can be done to solve these negative feeling?

Development Communication Concept and Approaches BSU- Open University

Development Communication Concept and Approaches BSU- Open University

Referring to a Columbian tugurio as a human cesspool, Schulman (1967) said:

It is the whole process of change and its accompanying consequences as a society

In the industrial west, a multitude of entrepreneurs promoted development.

Tullao (1997) described industrialization in the Philippines. Part of his description is

In this country where we have an abundance of human resources, the more

Development Communication Concept and Approaches BSU- Open University

The choice of technology is important in the development process. This is

The industrial sector has varied contributions to development. For instance,

Development Communication Concept and Approaches BSU- Open University

Instruction: Write TRUE if the statement is correct and FALSE if it is wrong.

__________ 1. There is a need to revive mechanical solidarity along occupational

__________ 2. Urbanization involves a transition from agricultural to industrial work

__________ 3. The proportion of world urban population in underdeveloped countries

__________ 4. In the Philippines, most of the technology used in large-scale

__________ 5. Squatter settlements are commonly viewed as being malignant tumors

_7. To Javier, development is inducing positive attitudes and

8. Development is a _, thus, it is ever-changing.

_10. Development is ____: its meaning varies based on ones