RTV Theory and Practice - Special Issue

great relative number it is worth pointing out that of almost a million ihiterates some 270,000 do listen dahy to the radio. This is not a smali category of citizens deprived of written communication and for them the role of radio is socially very important. We should add that in the next educational category which is only slightly at a higher level with almost 1,350,000 persons for whom radio information is theoretically the only link with socio-political events in this country and abroad, about 400,000 people use this possibility, a number that could well be envied by newspaper editors. This means, then, that of 957,000 illiterate people, 265.000 or 27.6 рег cent listen to the radio, and of 387.000 literate but unschooled or only having attended 1-3 grades of elementary school, 137,000 or 35.4 per cent аге in everyday contact with the radio (see fig. 2). The columns in fig. 2 show us that with the rise in the level of schooling interest in the radio also rises, but with a slight variation in the category of further and higher education to a relative degree. Can the statement that there is a dependence between the level of schooling and the degree to which the radio is Ustened to be disputed by the possible argument that the less educated would gladly Visten to the radio if they had a set which would enable them to do this? (Certainly the economic status of the illiterate, the semi-literate and similar persons is considerably lower than that of better educated people.) In order to eliminate this dilemma, we made an additional effort and singled out those inhabitants who do possess a radio and analysed their attitude to radio broadcasts. Fig. 3, which shows the ratio of radio listeners (average daily listening) in comparison with the estimated number of inhabitants over 15 years of age who possess a radio set, unambiguously and completely refutes апу dilemma in connection with the previous statement.

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