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Restricted Technical Report RP/1981 -83 /1 /5 .4 /07 MALTA
Advisory services to M e m b e r States
Educational Broadcasting Development and Training
by Thomas Singleton
Serial No. FMR/ED/SCM/81/177
| • J | | United Nations Educational Scientific = • and Cultural Organization
Paris, 1981
M A L T A
EDUCATIONAL 3R CATEA S TING -DEVELOE-EÎIT AîîD TRAINING
b7 Thomas Singleton
Report prepared for the Government of'Malta by the United Nations Educational, Scientific and Cultural Organization (Unesco)
U N 3 S C 0
Technical Report EP/1981-85/1/5.4/07 FMR/SD/SCM/81/177(Singleton) 31 August 1981
© Unesco 1981 Printed in France
TABLE OF CONTENTS
Page
Introduction 1
Status of educational broadcasting in Malta 1
Proposals for the development of educative broadcasting in Malta . . . 1
Phased action plan 2
ANNEXES
I. School broadcasting developments 1949-1981 5
II. Organization of Schools Broadcasting Unit and proposed reorganization 7
III. Programme details 8
IV. Proposed equipment schedule 23
V. Sketch plan for proposed studio 26
Introduction
1. At the request of the Government of Malta, the Director-General of Unesco arranged, under the Organization's Regular Programme for 1981-1983, for a
consultant to assist the Maltese authorities, in particular the Schools Broadcasting Unit in the Ministry of Education, in devising appropriate ways to strengthen and further develop educational radio and television, both for schools and out-of-schools publics. The mission was carried out as a basis for decisionmaking at national and international levels, between 2 and 17 June 1981. The consultant was expected to prepare a brief description of the status of educational broadcasting in Malta, proposals for action towards its development and a detailed and costed description of required inputs such as equipment, training, software and expertise in a phased action plan.
The status of educational broadcasting in Malta
2. The educational and schools broadcasting service is totally dependent on services and production facilities of the national broadcasting system of
Malta - Xandir Malta. Xandir Malta is a parastatal body and is itself part of Tele-Malta which is a section of the Ministry of Development, Energy, Ports and Telecommunications.
3- Xandir Malta is in the process of changing from monochrome to colour and regular public transmission in colour has been scheduled to begin on
1 July 1981. The conversion to colour has been rapidly effected by the existing technical staff but only one studio has so far been converted.
4. Two smaller studios will be colourized when funds are made available. Although Xandir Malta enjoys parastatal status it is expected to earn much of its
current expenditure through advertising on both radio and television. Educational broadcasting in both mediums is therefore not part of the revenue-earning thrust of Xandir Malta and as a result the existing Schools Broadcasting Unit - part of the Ministry of Education - does not feature as a high priority area as far as the broadcasting authorities are concerned. k
5. The Schools Broadcasting Unit was established in 1949 and since that time has been transferred, as a Unit, to various controlling authorities. A more
detailed history of the Unit is to be found in Annex I. The constant changes have led to a high wastage rate and turnover of staff which in turn has weakened the capacity of the Unit to produce material of an acceptably high standard. The Unit was structured to work to a Schools Broadcasting Advisory Committee but this committee has not met for two years and is now considered defunct.
6~ An annual payment of £M5,000 (US dollars: 10,200) is paid by the Ministry of . Education to Xandir Malta for the use of production facilities and transmission
time.
7. The structure of the Schools Broadcasting Unit is to be found in Annex II together with a revised structure.
Proposals for the development of educative broadcasting in Malta
8. The Minister of Education, the Hon. Dr Philip Muscat, stated that it was the intention of the Government of Malta and of his Ministry to extend the scope
of educational broadcasting in Malta. He had already launched a series of out-of-school programmes televised three times weekly between the hours of 17.00-18.00 Although these programmes were primarily intended for students in the secondary cycle he stated that he wished to broaden the appeal of such programmes with a view
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to building a substantial early evening audience. Details of these programmes are to be found in Annex III.
9. The Minister further stated that he had provided funds to purchase a limited amount of television equipment from Ministry of Education sources for use by
the Schools Broadcasting Unit. He was also prepared to provide funds to convert premises at the New Lyceum into a separate television studio and support services for production pruposes. He sought the urgent assistance of Unesco in helping to provide some of the inputs for the scheme.
10. The Minister agreed to reconstitute the advisory body under the new title "The Cultural and Educational Media Advisory Council" and rename the Schools
Broadcasting Unit "The Cultural and Educational Media Unit".
11. As a result of these ministerial directives I was able to discuss outline plans for the conversion of the premises at the New Lyceum and a sketch plan
is attached as Annex V.
12. In consultation with the engineering staff at Xandir Malta it was agreed that any purchases or proposed purchases of equipment for use by the Media Unit
should be compatible with the equipment procurred by Xandir Malta. To provide a comprehensive and separate recording facility for the Media Unit it will be necessary for the Ministry of Education to purchase the equipment listed in Annex V which also shows those items already in the process of tendering, funds for which have been provided by the Ministry of Education.
13. The need for training is paramount and becomes even more important if the new studio becomes a reality. Even if it does not materialize in the near future
the existing staff would benefit greatly from training, in-country and abroad.
14. The type of training required is "hands on" attachment to small, tightly organized production units working outside the national broadcasting system
of a country. For instance with a production unit serving a university or large college specializing in technological subjects, or a large educational authority.
15. Such training, which for preference should be in English-speaking countries, might be provided at the Universities of Birmingham and Manchester or the
Educational Technology Unit of the Surrey i County Council.
16. In-country training with the Unit is essential. Apart from one producer who has served in the Unit for thirteen years the remaining five have service of
just over sixteen months. None have been trained. In view of the fact that they have some hard-won experience in producing television programmes the need now is for an experienced producer to work alongside the whole group helping to conceptualize programme formats and generally help in improving standards and techniques. This in-service training should be carried out over a period of 8-12 weeks and should be undertaken as soon as possible.
Phased action plan
17. The Minister has stated that he wishes to develop the educational and cultural programme services as soon as possible and places a high priority on the
development. This being the case I submit for consideration the following plan of action. It has the merit that it is not dependent on the existing Unit being totally equipped to carry out production independent of Xandir Malta.
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Radio
18- The production of radio programmes should continue as at present, using the facilities of Xandir Malta. The radio needs to be strengthened by one more
staff producer/writer and that person should be given an opportunity to train overseas. Appropriate training could be given in Ireland. The Irish radio service has developed a number of mobile community units which have a direct relevance to broadcasting development in Malta.
Television
19. Three types of television production are envisaged, one will be directly related to the schools primary curriculum; a second to the provision of
supplementary and enrichment material for the secondary cycle;and thirdly broadly, educative and cultural programmes aimed at the general public. It is proposed that the broadcasting unit be strengthened by increasing the support services. These increases in the establishment will, in the main, take place when the new studio facilities are operational.
20. In the meantime the present untrained staff producers should be given the opportunity of training in suitable establishments overseas-. Such training
which should be practical "hands on" training could be given at the Television Production Centres in the Universities of Manchester, Birmingham and Leeds, and at the Surrey County Council Educational Technology Centre.
21. Prior to training overseas, in-country training should be undertaken which again would follow the pattern of "hands on" experience. A formal course is
not possible due to the restricted access to the Xandir Malta facilities but an experienced producer could help raise standards generally by acting as a consultant/producer/trainer over a period of say 8-12 weeks. If the schedule in paragraph 23 is observed, a further period of supervised training could usefully be given in the period July/August 1982.
22. This pattern of training would ensure that the production cycle will not be broken and simultaneously work could progress on the adaptation of the build
ing at the New Lyceum and tendering and equipment procurement, could be advanced.
23. Possible schedule of events
Months 81/82
Sept.
Oct.
Nov.
Dec.
Training
Consultant Producer/ Trainer
1 Producer 0/S trg.
Equipment
Govt, of Malta Identify funds etc.
Building
Govt, of Malta. Provide
funds for adaptation
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Months 81/82
Jan.
Feb.
Mar.
April
May
June
July-
Training
1 Producer 0/S trg.
1 Producer 0/S trg.
2 Producers 0/S trg.
Equipment
Tender process
Order equipment
Installation of
Building
Adaptation of Lyceum to TV studio
equipment
August In-service production training
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ANNEX I
School Broadcasting developments 1949-1981
1949 School Broadcasting (Radio) created under the auspices of the Department of Education.
Staff; 1 Head
1 Secretary/typist
4 Teachers seconded full-time
6 Teachers on part-time basis - taught in the mornings, wrote scripts and took part in broadcasts (live) in afternoon.
1955 Central Office of Information (later Department of Information) created.
School Broadcasting transferred from Education to E.O.I.
Staff: 1 Head
1 Secretary
3 Typists full-time
16 Teachers given new appointment (scriptwriters) to work under civil-service conditions.
1956 Six more teachers joined on secondment.
1961 Malta Broadcasting Authority set up.
School Broadcasting transferred to M.B.A.
Staff: 1 Head (seconded from D.O.I.)
.2 Typists
.4. Seconded teachers- transferred from D.O-I. later increased by 1 seconded-teacher from schools.
Introduction of TV for secondary schools.
Staff: 1 Head (directly employed by M.B.A.)
1 Assistant (Radio) "
1 Assistant (TV) "
1 Sound officer "
2 Seconded teachers (later increased by 1)
2 Clerk-typists (M.B.A.)
Introduction of sound broadcasts (religion) for secondary schools.
TV programmes for primary schools introduced.
1966
1970
1972
1973
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1975 Reorganization of broadcasting set up.
Radio Malta (channels 1-2-3) previously run by M.B.A. transferred to 'Xandir Malta* a few months after ownership of Radio and TV station passed from Rediffusion (Malta) Ltd., (UK owned) to the government.
School broadcasting transferred to Xandir Malta.
Staff: 1 Head
1 Assistant (Radio)
1 Producer (later increased by 2 Xandir Malta producers)
1 Typist
N.B. 1 Assistant TV resigned and rejoined government service. 3 seconded teachers transferred back to Education.
1978 TV programmes for trade schools begun.
1980 (February). School Broadcasting transferred back to Education Department.
Staff: 1 Head (M.B.A.)
1 Assistant (Radio)-(M.B.A.)
1 Producer (M.B.A.)
1 Typist (Xandir Malta)
2 Producers (Xandir Malta)
1980 (April). TV for secondary schools stopped and replaced by introduction of evening programmes.
Staff: 1 Head
1 Assistant (Radio)
1 Producer
4 Producers (seconded teachers)
1 Graphics Artist (seconded teacher)
1 Typist (student worker)
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ANNEX II
The Present Organization of the Schools Broadcasting Unit (Years of service shown in brackets)
Television Producers
J.
M.
V.
A.
P.
F.
CAMILLERI
AZZOPARDI
PULE'
Cassar
Miceli
Sammut
(1.3)
( .6)
(1.3)
:ci3.)
(1.3)
(1.3)
Head of Unit
Mr L. Mizzi (27)
Radio Producers
J. SCERRI (25) (Primary schools)
Proposed reorganization
Name to be changed to the Cultural and Educational Media. Unit
Head of Unit
I Manager
Studio Resources
3 Engineers/Operators 3 Studio Operatives (Student workers) 1 Photographer 2 Graphic Artists 2 Typists
Head of Programmes
Television
6 Producers
Radio
1 Producer
The Unit would have the capacity to give in-service training to student-workers and teachers.
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ANNEX III
PROGRAMME DETAILS
Zep Camilleri
Series: MATHEMATICS Age: 10
Number: 12-14 Duration: 20 minutes
This series is for pupils of average ability. Great emphasis is placed on the needs of children who cannot compute mentally. It is not geared to any existing school text.
This series is not a course but a collection of separate programmes, each designed to lead to classroom work round one mathematical idea. Nevertheless the ideas are broadly sequential.
Series: THE HUMAN BODY Age: 11-12 Number : 16 Duration: 25 minutes
Series of 16 programmes on the body.
Series to be divided in 4 sections.
(a) The TRUNK as the stem of the body.
(b) The HEAD as the part containing the senses.
(c) The ARMS as the upper limbs.
(d) The LEGS as the lower limbs.
Each section contains 4 programmes each of 20-25 minutes.
(a) Biology: How each of the.above-mentioned sections with the component parts function, and to acquire a general body awareness.
First aid: How to-prevent and cure minor body pains.
(b) Related attire: How each section of the body is clothed in
(i) different countries..
(ii) different times through the ages.
(c) Creative movement/dance and song: How each section of the body can be employed creatively in mime, drama and dance with musical accompaniment and poetry.
(d) Games and group activities: How each section of the body can be employed in games and group activities to give physical and mental health to the pupils as well as leisure and enjoyment.
The series as planned requires:
(a) Teachers to prepare lessons with afore-given notes by S.B.U.
(b) Each lesson to be supplemented by notes and pictures in Young Listener.
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Series: GREAT NAMES BAD TIMES Age: 13-16 Number: 10 Duration: 30 minutes
This is a series about great personalities in history, both Maltese and European, and how they influenced matters around them.
Series : WAR Number: 10 (max) Duration: 30 minutes
This series is designed to study the concept of war in the political, social, technological and economic aspects with.a tentative projection to what lies ahead in the future.
Series: Quizzes for different forms of secondary schools. Questioning based on respective curricula.
Series: POPULATION Number: 10 (max) Duration: 30 minutes
This series tackles the problem of population through the related problems of birth control, food supply living space, menace of war, disease, etc., and population economics.
1980/1981 ALBUM
10 programmes broadcast in the morning for the first year of primary schools (5-6 years).
Aims: To develop understanding and self-expression at an oral level with a small dose of general knowledge mainly about nature.
Format: The female presenter is dressed up as a fairy grandmother and she assisted by a boy representing an elf. The programme includes original songs, puppets, illustrated stories and short documentary films. The viewers are encouraged to prepare scrap-books about topics discussed in the programme.
Topics: Mainly nature.
Set: Fairyland atmosphere.
Iz-zugraga (THE SPINNING TOP)
10 programmes broadcast weekly in the mornings for the second year of primary schools (6-7 years).
Aims: To develop understanding and self-expression at an oral level with small doses of general knowledge and civic awareness.
Format: More or less the same as above but with formal presenter and regular puppet mascot.
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Topics ; Nature, pets, safety, preservation and- conservation of environment-
Set: Neutral
Produced by Vanni Pule'
1980/1981 TITWILA (A GLANCE) V. Pule'
15 magazine programmes broadcast fortnightly in the evenings throughout the year for general audiences.
Topics :
(a) Student talent
(b) Book reviews
(c) General information about local educational activities:
e.g. (i) Drama in education
(ii) Cultural/educational campaign for the public by the Lyceum Youth Theatre
(iii) Exhibitions about literature, folklore, aviation etc.
(iv) Malta Award Scheme (based on Duke of Edinburgh Award Scheme)
(v) Educational harbour cruises for students and parent members of P.T.A. 's
(vi) Science field-work
(vii) Entrance qualifications for higher education
(viii) Educational value of students' participation in drama festival, carnival and musical activities
(ix) The use of puppets in education
(x) Educational activities in schools during mid-day break
(xi) Students' voluntary help towards rehabilitation of physically and mentally handicapped
(xii) Encouragement towards participation by parents in P.T.A.'s.
POLITICAL IDEOLOGIES: Democracy, capitalist, communist, socialist, etc. ideology vs. in practice tolerance, freedom, amount of autonomy of the judicial system. The economic bar and its relevance to the stated ideology under each. Origin and evolution of each.. People behind ideologies. The individual and/vs, the system.
THE EDUCATIONAL SYSTEM: Informative type programme. From kindergarten through primary, secondary etc» to university. ..Their targets, relevance to country's development, choices open to students especially at higher levels, utilitarian vs. academic?
SKILLS AND TRADES: (a) Traditional (e.g. boatbuilding, basketmaking, stonemasonry, pottery, filigree etc.) Their tools, conditions of work, etc. (b) New trades. Their relevance to industry and its projected development opportunities of apprenticeship and jobs, modern working conditions, labour and conditions of work legislation.
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THE ADMINISTRATION: (a) The judicial, police, legislative, finance; its revenue and expenditure.(b) Service Dept.
BOOK REVIEWS: Mostly limited to new editions of both local and overseas publications. Aim to widen cultural background and foster love of reading.
LIVING
1. Traditional modern concept of marriage
2. Family planning
3. Assessing one's potential
4. Growing old - its problems
5. Falling in love - choosing a mate
6. Young children in the family
7. Adolescents in the family
8. The in-laws
9. Finding the right job career, profession
10. Life - A curse or a blessing?
T.V. programmes in themselves provide motivation for a learning situation:
- publicizing students' original creative work
- help encourage people in general to develop new ideas (especially where craft work is concerned)
- promote the development of the right attitudes for tolerating different cultures and religions (most applicable to Malta which has fallen under different influences; both religious and cultural, throughout its rich history and which is situated one might say right between two totally different cultures) ,
- European and Islamic. Europe offers its rich variety of religions while Northern Africa is the staunch supporter of Islam.
Help create a social awareness to problems that are met with in everyday life:
1. Handicapped persons
2. drug addicts . , .. ) delinquency in general
3. juvenile criminals ) 4. malnutrition (diabetes)
5. Unsanitary living conditions
6. Inefficient child rearing and family planning
7. Illiteracy among older people
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FURTHER EDUCATION AND ADULT EDUCATION
1. Motivation in schools - subject oriented
2. Further education
3. Adult education
Cultural development and development of attitudes that are socially and morally accepted both in the local and in the international sphere
Help create an awareness to the current fast growth of an "electronic era", thereby promoting programmes that stimulate a much needed interest in science and electronics
4. Also and very important:
Serve as guidance to both parents and students in choosing the appropriate field of studies to help in the improvement of the social and economic set-up
Make known to the public the facilities available in Malta and also abroad for further studies (further education)
Transcription service (highly recommended) entails the introduction of video cassette recorders in schools (secondary/primary). Cassette library - Audio/ visual material for teachers.
ART AND CRAFT IN SCHOOLS LINKED TO SOCIAL STUDIES (Primary)
CHILD REARING (Adult education)
Covering the period from birth to adolescence.
(a) Birth and first days of life.
(b) The growing baby - speech, walking, handling of objects»
(c) The learning child (pre-school learning).
(d) Kindergarten stage - first years at school. Parent-teacher relations. Kindergarten assistant.
(e) Safety measures - covering 6-8 year-old children.
(f) Child in primary school stage. Subjects at school, possible parent help at home.
(g) Interest in and importance of sports in child's life.
(h) Entering secondary school. Helping in creating an adequate learning environment. Pocket money and its right use.
(i) Form 3 and specialization in selected subjects. Some ideas as to various opportunities for future work.
(j) Tackling '0' levels. From Form IV? Form V? Priority of subjects? Compulsory subjects for employment opportunities. Further education or work?
(k) Mixing of sexes, both at work and New Lyceum. Interest in social attitudes (clubs, discos, etc.) Parental attitudes towards child's involvement in social sphere.
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PRACTICAL HINTS ON DOMESTIC ODD JOBS. DO-IT-YOURSELF TYPE INCLUDING:
1. Foundation construction
2. Plumbing
3. Electrical fittings
4. Woodwork
Each, item demands a series of programmes in its own right.
Programmes on various MEDITERRANEAN CULTURES
PLAYS put up in different schools
Series: GHAZLA Secondary schools 3 Programmes of 25 minutes each Age range: 11-16 years
Aim: To provide an awareness of specialized training in areas of cultural and vocational orientation.
Programme 1. Guidance service in schools that give professional help to students to choose what suits them best for a vocational (non-technical) and cultural direction.
Programme 2. Parent-teacher services that promote the same responsibility in students as in programme 1.
Programme 3. School of music.
Programme 4. School of art.
Programme 5. Drama unit in schools.
Programme 6. Secretarial school.
Programme 7. Nursing school.
Programme 8. Catering school.
Programmes 3-8 carry a documentary forum including historical explanations, interviews, captions, drawings and demonstrations.
Written and produced by Zep Camilleri
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WORK IN MALTESE FACTORIES A programme to show different types of employment that are important factors in Maltese economy.
QUIZ Based on subjects taught in primary and secondary schools, including general knowledge
EDUCATION NEWS New educational trends abroad. Educational activities organized by the ministry and various schools in Malta.
Amongst which: Plant a tree at home
Fashion show
Book fair
Sports day, etc.
PROGRESS A programme about the progress in industrial machinery and the importance of electronics in our everyday life. Similar to RAI's Verso il 2,000.
To stimulate an interest in scientific subjects, which tends, to be a worldwide preoccupation.
THE WAY WITH PEOPLE A programme about people's attitudes towards each other.
Normal - handicapped. Professional workers - lower classes. Police - people in general. Delinquent - normal.
THE CORE OF LIFE
A series of five programmes of 30 minutes each.
Aim To show interdependence of all organisms, ecological systems and our food supply.
1. Food chains - water cycle - sun as ultimate source of all energy.
2. The various methods of seed dispersal and plant propagation in agriculture.
3. Animal husbandry - dairy animals - their food supply - their products - milk, meat and hides and manure to stress cycle.
4. Processed meat products - ham and bacon factory.
5. Wheat as the most important crop to humanity. A visit to the flour mill -whole meal vs. white flour.
- Series based mostly on film.
Written and produced by Pauline Miceli
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SEX EDUCATION
A series of three programmes.
Since the series had to be set up at rather short notice with no clear objectives, agreement could not be reached between producer and education officers who wanted to monitor the content, as to the treatment such programmes should be given. Therefore, programme (1) had to take the form of a discussion as to the aims of sex education; who is responsible. (2) Physical development. (3) Emotional development during adolescence.
Produced by Pauline Miceli
XJENZA KLABB (SCIENCE CLUB)
9 programmes (January-Mayr once fortnightly)
Aimed at students sitting for the summer session of G.C.E» and Matriculation '0' level exams.
Treatment Biology, chemistry and physics teachers answer questions raised by students.
Topics included:
Biology Sensitivity, ecosystems, soil analysis, water transport system in plants, teeth, respiration.
Chemistry structures, volumetric analysis, equilibria, rate of reaction, molecules and their representation.
Physics Wave length and frequency, transformer, constants (Boyle's Law), electromagnetic waves, electro-magnetic induction, measuring velocity from ticker tape.
Primary school series - Age range: 5-6 years (10 programmes of 20 minutes each)
SOCIAL STUDIES
1... Back at school - care of books etc.
2. All to our benefit - children's rights in the home and society at large.
3. Health services for children.
4. Living with plants - simple methods of plant propagation to instil understanding for plants in children.
5. Sport - relation of sport and good health.
6. Our friends and us.
7. Wildlife around us - appreciation and protection of environment.
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8. Hobbies.
9. The media.
10. Christmas is coming - traditional aspects.
Series based primarily on film and a few interviews.
Written/produced by Pauline Miceli
SENGHA O HILA (10 programmesr October-December, once a week)
Students attending local technical and trade schools are the target audience of this series. Each programme deals with a specific trade and explores the importance of the trade in relation to the growing needs of the local industry.
Some of the topics dealt with include electronics, engineering, relevant skills connected with the tourist and textile industries, the importance of design. The final programme in the series discussed safety on the job;
QED NIKBRU (GROWING UP) (10 programmes, October-December, once a week)
The series aims at making young people more aware of the choices they will be faced with in the very near future, especially after leaving school.
Programme 1. Introductory: What growing up really means, i.e. facing up to the difficulties of adolescence and having to stand on one's own feet.
Programme 2. Where help in reaching the right decisions is to be sought.
Programme 3. Assessment of one's capabilities, limitations and personal characteristics.
Programme 4. Case histories illustrating problems young people have to face (indecision on career, a misfit at school, etc.).
Programme 5. The adult world as seen through the eyes of a young girl.
•Programmes 6, 7, 8, 9, 10 discuss choices in various fields of study open to young people in the educational set-up of the country, from secondary education to university.
Series: 'MILL-KLAMAR' Primary schools (10 programmes of 20 minutes each) Age range: 6-7 yrs.
Aim To give information, entertainment and teach basic rules in Maltese grammar.
Each programme carries 5 inserts with a question asked at the end of each insert on what is said or performed. Each one-word answer begins with a preselected letter of the alphabet» A different letter is chosen for each programme.
_ 18 _
A crossword frame is given at the end of the programme (as well as in the teacher's notes) so that when each word is horizontally written, a name of a town or village can be traced in a given vertical column.
A- The five inserts are:
1. Mime
2. Song - with captions
3. Information
4. Limerick - with drawing
5. Drawing - artist drawing in the studio.
B. The subjects for the 10 programmes are:
1. We
2. Where we go
3. What we eat - fruit
4. Character
5. What we do - free time
6. What we do - behaviour
7. Our work
8. What we eat - vegetables and meat
9. Our appearance
10. Animals.
Written/produced by Zep Camilleri
Series: "L-EZAMIJIET" Secondary schools (5 programmes of 25 minutes each) Age range: 12-16 yrs.
Aim To provide an awareness of the pros and cons of examinations.
Programme 1. Students speak in an open discussion for and against examinations in 3 aspects - Why, How and When - from personal experiences.
Programme 2. Documentary type in which experts from the Test Construction Unit explain :
(a) Aims of examinations.
(b) Different methods of assessing.
(i) Written - objective (Multiple choice vs. essay type) ..
(ii) Performance tests,
(iii) Oral tests.
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(c) Procedure found in government schools re. monthly tests, half-yearly exams, annual exams and teacher's continuous assessment regarding classwork and homework.
Programme 3. Discussion type with supporting illustrative material covering the educational and social values of streaming and setting as one of the aims of examinations.
Programme 4. Preparation for an examination as seen by teachers and students : regarding language subjects.
Programme 5. Preparation for an examination as seen by teachers and students regarding technical and science subjects.
Written/Produced by Zep Camilleri
YOU IN THE COMMUNITY
Social studies aimed at secondary-school students.
1. The school set-up - Is it important?
2. The various political systems - our own system - and how the general elections are carried out.
3. Life-long education - evening centres - special training branch.
4. Good health and the environment - special emphasis on how pollution is threatening our well-being.
5. The hazards of smoking - World Health Organization film - captions and studio discussion between youths and doctor.
6. Year of the handicapped - (a) special education for mentally retarded children.
7. (b) special education for physically handicapped/ deaf children.
8. (c) Integration after school leaving.
9. Our food production and the weather.
10. The United Nations and Specialized Agencies — WHO, UNICEF, etc.
Based mainly on film but also with a few short studio discussions.
Written/produced by P. Miceli
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Series: "GHIDLI X'TAF" (QUIZ) Secondary schools (13 programmes of 30 minutes each) Age range: 13-16 yrs.
This series of 13 programmes covers an extensive part of the form IV secondary schools' curriculum in quite an intensive manner. Each programme has three parts and questioning varies in format and content. The students taking part to answer individually, as a team (each team being made up of 3 students), each team taking turns and with a buzzer. Subjects included Maltese and guidance in part one, special school subjects chosen by each team in part two, and buzzer questions on general information based on the countries whose language and literature and culture are studied in government schools, i.e. Britain, France, Italy, Germany and the Arab world.
Written/produced by Zep Camilleri
Frans Sammut LETTERATURA (LITERATURE)
A series of 10 one-hour programmes (October-May) on a fortnightly basis, on these subjects:
1. Discussion on "Ghaliex il-Letteratura"? (Why Literature?)
2. W. Shakespeare - "Macbeth".
3. J. Keats - "Selected Poems".
4. Dante Alighieri - First Cantos of "Inferno" - "La Divina Commedia".
5. I. Silone - A Socialist Writer.
6. A. Camus - "L'Etranger".
7. Molière - "Tartuffe" (1)
3. Molière - "Tartuffe" (2)
9. 0. Calleja - "4 Drammi" (4 Plays)
10. A. Buttigieg - "Qasba mar-Rih" (A Cane in the Wind).
Structure of programmes
1. Introduction - 2 minutes
2. Biography of author - 10 minutes
3. Subject-matter - 35 minutes
4. Discussion - 13 minutes
The discussions were led by teachers/experts and had the participation of students from various secondary schools.
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Frans Samrnut
Arabic "AHLAN WA SAHLAN"
(Make yourself at home)
A series of 24 one-half hour programmes on a weekly basis, October-May, with repeats.
Material: Language teaching illustrated by:
Captions prepared by S.B.U.
Films shot on location
Films from Arab embassies concerning Arab culture and general information on same.
Structure of programmes
1. Introduction - h minute
2. Display of difficult phrases and grammatical rules on blackboards/overhead projector - 3 minutes
3. Playlet enacted by students dealing with above - 5 minutes
4. Explanation by same visual aids as in 2-10 minutes
5- Exercises aided by short film - 4 minutes
6. Story in Arabic/Maltese illustrated by captions - 7 minutes
7. Conclusion - h minute
Four programmes including the last one (which was entirely made up of quizzes) contained quizzes instead of exercises. A great number of viewer-students sent in their replies to the questions in the quiz. Prizes were provided by the Libyan People's Bureau.
The series started off from Form 3 syllabus and at the end approached the local School Leaving Certificate examination in Arabic.
Frans Sammut
"Harsa .'1..Quddiém" (Promotion programme) k hour weekly programme. (October-May)
Promotion of programmes of following weeks and interviews with main people featuring in same.
Programmes planned for 1981-1982
A. "Harsa fil-Mera" - Looking at ourselves.
A programme about social and psychological problems:
(a) Delinquency
(b) Drugs
- 22 -
(G) Violence
(d) Love and sex
(e) Parent-child relationship etc.
The programme will include a short playlet about one particular topic followed by a short discussion in which the main actors defend their attitudes in the part they played and debating it with experts.
B. "Ritmu" - Rhythm
A programme of music appreciation but designed to align the conventional idea of classical music with other genres like rock, folk, jass, etc. and outlining their various instruments, composing, arranging etc.
Produced by Vanni Pule
SUGGESTED PROGRAMMES
1. Basic principles of economics
Aim to popularize the subject and help the lay person understand better the economics affecting his/her life directly.
2. Sociology - to make people aware of changing values and help in self-realization.
3. Our place of work and our role - participation - unions - women at work.
4. Nutrition - to point out nutritive values of essential food and to help change bad eating habits.
5. Practical topics - such as electricity, woodwork and other useful crafts.
6. Geography and politics - to give background information about countries, especially the ones nearer to us and others currently in the news.
7. Modern Maltese history.
P. Miceli
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ANNEX IV
PROPOSED EQUIPMENT SCHEDULE
1. The Ministry of Education have made budgeting provision for equipment that is to be purchased during the current financial year.
Initially it is intended to provide the Educational Broadcasting Unit with a capacity to make programme material, largely on location and in colour. To achieve this the Unit will need equipment that is compatible with that in use at Xandir Malta and of broadcast standard.
2. The equipment listed in this Annex is divided into two parts. The first lists equipment to be purchased by the Ministry of Education providing a flexible Electronic Field Production Unit. It provides for two cameras and a portable two-channel vision mixer which will cut down the need for off-line editing. The recording and editing mode is one of the standards used operationally by Xandir Malta - High Band U-Matic.
3. The second list specifies the equipment required for developing the educational studio facilities - (Sketch Plan Annex v) . It follows a natural pattern of equipment purchase, building on the basic EFP Unit and providing a full range of television facilities and special effects. It has the added advantage of providing a four camera studio, where this is required, by adding the EFP Unit equipment to the basic Studio equipment.
4. Prices listed are those quoted in the United Kingdom and could be less if a 'package1 quotation was required. Prices are in US dollars.
5. LIST OF EQUIPMENT FOR- ELECTRONIC FIELD PRODUCTION UNIT
Quantity Type
Two Sony DXC 6000p - 3 tube Saticon Cameras incl. view-finder etc.
One Sony BVU llOp Portable high-band U-Matic recorder
Two Sony BVU 200p or BVE 5000 or BVU 800 (includes editing controller) (Editing machines - U-Matic high band
One Cox EFP type portable vision-mixer 8,000 8,000
One Cox 494 MC monitoring unit 1,000 1,000
One Portable sound mixer - 3/4 channel, e.g. - 700 700 Comprehensive Video CVMM-15
One Land microphone 60 60
One Rifle microphone 120 120
Unit Price
16,000
8,000
Total
32,000
8,000
34,000
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Quantity
Two
Four
One
Two
One
Two
Two
One
One
Quantity-
Stock
Type
Necktie microphones
Battery belts - e.g. PAG
5" Portable colour monitor JVC TM-41
•14" Colour monitor JVC V-14PSN
Basic maintenance kit - include - small hand tools - soldering kit and test equipment
Camera tripods and heads
11" monochrome monitors
Portable audio recorder - e.g. Uher
Set of luminaires - e.g. Berkey
Accessories e.g. cables, headsets, connecting plugs and sockets
Initial tape stock - say -30 KCS 20 .cassette ISO KCA 60 cassette
Unit Price
60
500
500
500
Total
120
2,000
500
1,000
2,500
1,000
500
1,000
2,000
2,000
1,000
1,000
2,000
2,000
20 20
600 3,000
TOTAL 101,600
LIST OF EQUIPMENT FOR EDUCATIONAL TELEVISION STUDIO
Two
Two
One
One
One
One
One
Sony DXC 6000 - Studio version
Tripods with pan and tilt heads
High band U-Matic VTR e.g. Sony BVU 800
Time Base Corrector BVT-500p
Studio vision-mixer eight input with special effects, chromakey and downstream keyer e.g. Cox 841E
Synchronizing pulse generator, colour bar encoder and black burst generator e. g. Acron SPG Cox PAL Coder 153 Cox Black burst Gen. 148
Rack of 8 Video Pulse Distribution Amplifiers e.g. Avitel
22,000
1,000
17,000
20,000
20,000
44,000
2,000
17,000
20,000
20,000
2,500 2,000 1,000
2,000
5,500
2,000
- 25 -
500
2,600
4,000
3,000
4,500
1,500
2,600
4,000
3,000
4,500
7,000
Quantity Type ^ Unit Price Total
Six Monochrome 11" Monitors e.g. 500 3,000 Electronóme
Three Utility Colour Monitors 14" JVC
One Professional Colour Monitor 20"
One Record input select matrix Cox 277/497
One Monochrome Caption Camera on stand LINK 104 inc. lens and lighting
One Cox Box Colour Synthesizer for titles, captions etc. Cox CB IV PAL
Audio requirements will include - 8 input mixing desk, 2 tape recorders, two turntables, microphones and stands, speakers and monitoring amplifiers. A package of such equipment should be obtainable for a price not exceeding 7,000
Lighting requirements will include a simple lighting 8,000 gantry, lights, simple switching unit. A package of such equipment should be obtainable for a price not exceeding 8,000
Monitoring equipment - e.g. Electronic Visuals Wave- 1,800 3,600 form and Vector monitors
Test equipment - including audio-generator, video 6,000 multi-burst generator, set of test patterns for camera adjustment
Installation and cabling costs - allow 10 per cent 15,370 of total equipment costs
Spare parts and contingency - allow 10 per cent 15,370
TOTAL 184,440
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