Interactive radio instruction (IRI) offers an inexpensive and 
effective model for providing basic education, and is practical for 
utilization throughout the developing world.  This monograph documents 
A.I.D.'s growing experience with IRI since 1973 and discusses the role of 
the interactive radio model in educational development.  After an 
introductory chapter on IRI's role in basic education, Chapters 2-5 
examine the evolution of IRI by looking at several A.I.D. projects, 
particularly: the 1973 Radio Math project in Nicaragua from which IRI was 
developed; the 1979 Radio Language Arts project in Kenya, which expanded 
the methodology for use in language training; the 1982 Radio-Assisted 
Community Basic Education project in the Dominican Republic, which moved 
IRI out of the classroom and into nonformal educational activities; and 
the 1986 Honduran Radio Learning Project, which differs in almost every 
respect from the past projects (except instructionally) and is part of 
the new generation of IRI projects.  Chapter 6 summarizes past and 
present experiences with IRI, while Chapter 7 looks at future directions 
for the interactive radio model.  According to the study, IRI is 
different from other educational innovations and methods, such as 
textbook development and teacher training, because it puts the child at 
the center of the process of learning.  This helps foster children's 
interest and excitement in learning.  A discussion of program 
sustainability and costs is included among the appendices.