How Sesame Workshop is Working to Promote the

How Sesame Workshop is Working to Promote the Intellectual and Cultural Development of Children Around the World For: Interamerican Workshop “The role of arts and communications media in education for a democratic citizenship” Santo Domingo, June 16 -18, 2010 1

LARGEST INFORMAL EDUCATOR OF CHILDREN IN THE WORLD Our co-productions benefit more children in more countries across more cultures than any single children’s program in history. Sweden 1981 Norway 1991 Canada 1973 N. Ireland 2008 The Netherlands 1976 Poland 1996 Russia 1996 Kosovo 2004 Germany 1973 France 1978 Turkey 1989 United States 1969 Portugal 1989 China 1998 Japan 2003 Israel 1983 Spain 1979 W. B. /Gaza 2007 Jordan 2007 Mexico 1972 Bangladesh 2005 Egypt 2000 Kuwait 1979 Colombia 2007 India 2006 Philippines 1983 Nigeria 2007 Tanzania 2007 Indonesia 2008 Brazil 2007 South Africa 1998 Australia 2004 2 2

Meeting local educational needs Bangladesh: • Girls’ Education • Basic Skills • Critical Thinking Egypt: • Girls’ Education • Basic Skills • Health Mexico: • Health, Safety, Nutrition • Environment • Gender Equity • Literacy Northern Ireland: • Mutual Respect & Understanding Palestine: Self Esteem • Boys’ Empowerment Russia: • Diversity • Preparation for Life in an Open Society South Africa: • Diversity • Literacy, Numeracy, & Life Skills • HIV/ AIDS • 3

ACHIEVING MAXIMUM REACH and IMPACT Mass Reach TV Radio PR & Advocacy Low Technology Alternative Broadcast (EDUSAT) On-Product Messaging High Technology Digital Initiatives Print Alternative Visual Media Community Viewing Training & Child Care Center Initiatives Community 4

International Impact: Evidence from Research Bangladesh EXPOSURE TO SESAME STREET IS LINKED TO: • Gains in literacy & math ü Bangladesh [ACPR, 2007, see graph) ü India [Gyan. Vriksh, 2008] ü Mexico [SEP, 1999] ü Russia [Ulitsa Sezam Res Team, 1998] • Promoting Respect & Understanding across Cultural Divides ü Kosovo [Fluent, 2007] ü Israel/Palestine [IJBD, 2002] • Increased health knowledge ü Egypt [SPAAC, 2002] ü Colombia (Mt. Sinai, 2010) South Africa Coping with Illness De-Stigmatization Blood Safety Basic knowledge ü Mexico (CINCO, 2009) • Changes in knowledge and attitudes about HIV/AIDS ü South Africa [Khulisa, 2005] ü Tanzania [Borzekowski & Macha, 2009] • Gains in knowledge about malaria prevention and care ü Tanzania [Borzekowski & Macha, 2009, see graph] Tanzania

Some Lessons Learned • Meet children where they are – developmental, cultural, geographical • Balance between entertaining and educational • Important role of teachers and caregivers / of quality child appropriate contents and messaging • Recognizing limitations and strengths of different types of media platforms and leveraging synergies across platforms. • Let the setting decide what type of media, activities, and distribution mechanisms are appropriate. • Importance of developing partnerships with local institutions and experts coupled with international spaces for dialogue, knowledge-sharing and capacity-building • Importance of integrating research (different forms) and ongoing monitoring and feedback mechanisms into the process 6

THANK YOU 7