Abstract
Both educational and social-action broadcasting have developed the direct relationship with their audiences that other parts of the broadcast system has failed to develop, or have rejected as impracticable. In the case of educational broadcasting this ‘closeness of fit’ came very early and has remained an integral part of the way programmes are made. Put simply, educationalists, in various guises and including the classroom teacher, have effective veto powers over programmes at the planning stage and beyond, if the product does not suit. By and large this works, and works well, because both sides acknowledge the importance of the central relationship. Educational broadcasting only can work, in its own terms, if there is co-operation and consensus.
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