DEVELOPMENT COMMUNICATION IN INDIAN CONTEXT

Dr.Mukul Srivastava
Lecturer
Dept. of Journalism & Mass-Communication
University Of Lucknow
Lucknow

Introduction
Communication is an important input in development. Communication experts
sociologist, psychologist and economist agree that the proper use of
communication can foster the pace and process of development. Development
communication is the process of affecting or influencing behaviour of individuals
or groups towards certain desired goals and objective, necessarily for the benefit
of the entire society. It is a relatively younger field of study with in the discipline
of the communication. Communication and communication media are important
components, as well as indicators, of the development process. These are
essential supports to development programs: a means of teaching, sensitizing,
carrying development messages, channeling reactions between audiences and
development workers.

According to Nora Querbral (1975) “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.”

Everett M. Rogers (1983) says “Development communication refers to the uses

to which communication is put in order to further development .Such applications
are intended to either further development in a general way, such as by
increasing the level of the mass-media exposure among a nation’s citizens in
order to create a favourable climate for development or to support a specific
development programme or project.
Development communications are organized efforts to use communications
processes and media to bring social, cultural and economic improvements,
generally in third world countries. The field emerged in the late 1950's along with
high hopes that radio and television and print media could be put to use in the
world's most disadvantaged countries to bring about significant progress. Early
communications theorists like Wilbur Schramm and Daniel Lerner based their
high expectations upon the clear success of World War II propaganda, to which
academia and Hollywood had contributed.
All "development" is human development; the focus of development is the
human being and the quality of his/her life. Initially at the beginning of
industrialization era development meant economic growth. In the fifties it
realizes that social dimensions like education and health are also important
factors for development. From the seventies we have realized that developments
need to be sustained by including ecological considerations. "Development
Communication" is essentially the use of mass communication for the purpose of
human development to remove poverty, illiteracy and unemployment

World War II came dozens of new, very poor, countries left by their former
colonial overseers with little infrastructure, education, or political stability. It was
widely accepted that mass media could bring education, essential skills, social
unity, and a desire to "modernize." Walt Rostow theorized that societies progress
through specific stages of development on their way to modernity, what he
termed "the age of high mass consumption." Early development
communications, especially that sponsored by the U.S. government, was also
seen as a means of "winning hearts and minds" over to a capitalist way of life.

These early approaches made a number of wrong assumptions, and have been
largely forsaken in contemporary approaches to development. Modernization was
presumed to equate to Westernization, and to be a necessary requirement to
meeting human needs. Development was seen as a top-down process, whereby
centralized mass media could bring about widespread change. Producers of
development media often failed to ask if the audience can receive the message
(television penetration in developing countries is minimal and radio penetration
in the early days of development communication was light), understand the
message (a problem in countries with dozens of languages and dialects), act
upon the message (with the necessary tools or other forms of structural
support), and want to act upon the message. And because it was based upon a
propaganda model, development communications efforts were often seen as
propaganda and distrusted.
Daniel Lerner (1958) describes development as a matter of increasing
productivity. Lerner suggested that exposure to Western media would create
"empathy" for modern culture, and a desire to move from traditional to modern
ways. He point out this phenomenon as shown below:
Urbanization LiteracyEconomic and political
participationthe mass media exposure
Projects embodying these philosophies have enjoyed little success. In the 1970s
and 1980s, a new paradigm of development communication emerged which
better recognized the process of intentional underdevelopment as a function of
colonialism, the great diversity of the cultures involved, the differences between
elite versus popular goals for social change, the considerable political and
ideological constraints to change, and the endless varieties of ways different
cultures communicate.
But in some instances mass media technologies, including television, have been
"magic multipliers"(Concept given by Wilber Schramm) of development benefits.
Educational television has been used effectively to supplement the work of
teachers in classrooms in the teaching of literacy and other skills, but only in well
designed programs which are integrated with other educational efforts.
Consumer video equipment and VCRs have been used to supplement
communications efforts in some small projects.

In 1975 and 1976, an experimental satellite communications project called SITE

(Satellite Instructional Television Experiment) was used to bring informational
television programs to rural India. Some changes in beliefs and behaviors did
occur, but there is little indication that satellite television was the best means to
that end. The project did lead to Indian development of its own satellite network.
China has also embarked on a ambitious program of satellite use for
development, claiming substantial success in rural education. When television
has succeeded as an educational tool in developing countries, it is only when
very specific viewing conditions are met. For example, programs are best viewed
in small groups with a teacher to introduce them and to lead a discussion
afterwards.

Access to media is one of the key measures of power and equality. Media can
shape power and participation in society in negative ways, by obscuring the
motives and interests behind political decisions, or in positive ways, by promoting
the involvement of people in those decisions. In this respect the media and
governance equation becomes important.

A variety of types of organizations work with local governments to develop

communications projects. The United Nations provides multi-lateral aid to
governments. Non-profit non-governmental organizations (NGO) conduct
development projects worldwide using U.N., government, or private funding. And
government agencies, such as the U.S. Agency for International Development
(USAID) provide assistance to developing countries, but with political strings
attached.
In this new view of development, communication becomes an important vehicle
for change, but not its cause. Local folk media, for example, is employed to
reduces media's bias toward literacy and provide information in a traditional,
familiar form. Development journalism provides people with information on
change in their society, and works at the local level to advocate change. Where
mass media is now employed in developing societies, community newspapers
and radio prove far more accessible and useful than television. The rapid spread
of entertainment television in the developing world is proving to be more a
disruption to traditional social structures than an agent of progress.
Developing nations like India are faced with the enormous task of carrying
development oriented education to the masses at the lower strata of their
societies. These sections of society are characterised by low literacy, low income,
low life expectancy, high birth rate, high infant mortality and very low access to,
media. The task of providing development education to these sections involves
providing access to sources/media of information and presenting the information
in an understandable, acceptable and credible manner.
There are three common types of development campaigns:
1. Persuasion, changing what people does
2. Education, changing social values
3. Informing empowering people to change by increasing knowledge
This third approach is now perceived as the most useful. Instead of attempting
to modernize people, contemporary efforts attempt to reduce inequality by
targeting the poorest segments of society, involving people in their own
development, giving them independence from central authority, and employing
"small" and "appropriate" technologies. The emphasis has shifted from economic
growth to meeting basic needs.
We can say that development communication is purposive, positive, and
pragmatic.

UNESCO guidelines: To identify communication needs and resources of a

country following process has been suggested by the UNESCO (United Nations
education, science, and culture organization):
 The collection of basic data and systematic analysis of the country upon
such bases as population densities, geographic limitations to
communication , variety of social structures ecology and agriculture
transportation, physical communication, mobility of population,
electrification, industrial capacity, manpower capacity, etc.
 The production of an inventory of the present communication resources,
including the modern and traditional media and analysis of the variety of
present communication structures. Such an inventory should also include
the study of the audience, its communication consumption patterns etc.
 Critical analysis of the present communication politics (or lack of the
same), including such considerations as ownership, structures, decision
making etc.
 Critical analysis of the communication needs of each society, especially in
relation to the existing social and communication structures and uses to
which communication is put.
Similar process may be followed to identify the communication needs and
resources at the institutional or project level or wherever development
activities are in progress.
Role of Media in development communication:
Media can play vital role in promoting development communication. The role of
the media also changes in development communication. It plays the following
roles:
 Circulate knowledge that will inform people of significant events,
opportunities and changes in their community, country and the world.
 Provide a forum where issues affecting the national or community life
may be aired (discussed)
 Teach those ideas, skills and attitudes that people need to achieve for a
better life.
 Create and maintain a base of consensus that is needed for the stability of
the state.
Conclusion:
Population control, health and hygiene education and environment are socially
and economically very important areas as for as development is concerned. It is
well known that in past six decades communication have failed to motivate the
poor and the underprivileged, with the result that these sections of society have
developed indifference and passivity to the forces beyond their control. Studies
have shown that factors within the field of socio-cultural set up have largely been
responsible for preventing innovative ideas from being functional and operational
at the community level. The communication contents and messages are not yet
clear about the goal of development.

We need a powerful development communication network to take the results of

our research in agriculture, chemistry, water management, fisheries, the
environment, etc. to the rural community. Technologies for education and
training, in particular distant education and multimedia, and new modes of
learning offered by the information society will be instrumental in meeting the
quantitative and structural needs of our country. We need development
communication networks to train and integrate large numbers of workers in
widely dispersed and under-equipped areas of India. In addition, through
continuing education and training, there has to be a constant renewal of skills
throughout people's lives. Communication technologies offer us excellent tools
for training and development. We need to build a management structure to
effectively put these technology developments to the use of development of our
people in remote villages.

References:
1. Hornik, Robert Development Communication: Information, Agriculture & Nutrition in
the Third World New York: Longman, 1988.
2. Lerner, D. The Passing of Traditional Society: Modernizing the Middle East New
York: Free Press, 1958.
3. MacBride, S. Many Voices, One World Paris: UNESCO, 1980.
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Praeger, 1980.
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Harvard University Press, 1977.
6. Lee, Paul Siu-nam. “Mass communication and national development in China: media
roles reconsidered," Journal of Communication (New York), Summer 1994.
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the West (Manhattan, Kansas), Oct 1988.
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Practice New Delhi: Sage, 1991.
9. Schramm, W. Mass Media and National Development: The Role of Information in the
Developing Countries Stanford, California: Stanford University Press, 1964.
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York), 1979:29(2)
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and Siefert, M. (eds.) World Communications: A Handbook 1984
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Developing Countries New York: Praeger, 1976.
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Developing Countries, 1992
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'Godrej Auditorium' New Delhi
About the Author

Dr.Mukul Srivastava is associated with the dept. of Journalism & Mass-communication, University of
Lucknow since sept. 2005 as a faculty member. He has served as lecturer in the dept. of Mass-
Communication; VBS Purvanchal University Jaunpur (U.P.) from nov.1999 to sept.2005.He possesses an
excellent academic record ab- Initio and has been a gold medalist at P.G. level (M.A.-Mass -
Communication).He received JRF from UGC New Delhi.

Besides, he has always remained active in participating seminars and workshop at national and International
levels and was associated as a co-editor “Purvanchal-Patrika” and counselor in IGNOU. He has efficiently
handled the responsibility as Media coordinator in Purvanchal University. His professional experience
includes both Print and electronic media.He has conducted Chat & Helpline programmes, Quizzes in All
India Radio Lucknow and has written scripts of two Radio Features as well as interview column named
“Guftugu” in Hindustan News daily Varanasi edition. He has more than fifty of his articles and poetries to his
credit in various news dallies and periodicals.

Dr.Srivastava made two documentary films on 85 th Foundation day and National half marathon organized by
University of Lucknow,Lucknow named “Path-The Way”, and “The Strength”

Having a good number of achievement in the field of Mass-Communication, He has got the ability to do and
say things in the manner others will like them to be and even more .

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