Adult Education by Television
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Adult Education by Television Mario A. Azzopardi B.A. (Educ.) (Hons.), Dip. Educ. (Adm. & Mgt.) A Dissertation Presented to the Faculty ofEducation in Part Fulfilment of the Requirements for the Degree ofMasters in Education Uuiversity ofMalta. May,2009 ABSTRACT Mario A. Azzopardi Adult Education by Television Malta has a long tradition of adult education that dates back to at least 1850. Yet, compared to other EU member states, the percentage of adults aged between 25 and 64 participating in education and training is relatively low. In a globalised environment, where the world seems to be shrinking, and businesses half-way around the world can exert as great an impact on a business as the one right down the road, our small nation-state cannot allow such a large human capital to remain passive in a growing and competitive knowledge society. There are a vast array of reasons why so many adults opt to be so passive to learning. While many argue over these reasons, a phenomenon has been taking place and it has been affecting the Maltese society over the past two decades. This is pluralism in television. As a consequence of this occurrence more Maltese adults are participating in television programmes, with the result that more adults watch locally originated television programmes. The latest statistics show diagrammatic opposite trends. On the one hand, learning activity declines as the adult becomes older. Concurrently, adults watch more television as they become older, probably because they have more leisure time. Within this scenario, it is logical to ask: how can television be an effective stakeholder in adult education in Malta? II The question becomes more relevant, when one of the channels available in Malta, the educational channel E22 is facing an uncertain future. This research will explore why E22 has landed itself in this uncertainty and the rationale behind it becoming an effective transformative agent for adult education. M.Ed.(Adult Education) May,2009 Adult Education, Television iii Acknowledgments During my research, I merged two distinctive areas: adult education and television. With regards to the discourse about adult education and lifelong learning, I have to admit that I am entirely indebted to Prof. Kenneth Wain, Prof. Peter Mayo and Prof. Carmel Borg. They were my mentors throughout the whole journey, always ready to encourage me and give me all the assistance I needed. I would like to thank Jacques Sdberras (CEO, National Commission on Higher Education) who has helped me to concretise the country's needs in education for the future. As regards the local television industry, I have liberally depended on my gained knowledge and experience. In the last months before I submitted this dissertation, I worked closely with the Management Board of E22, and in particular with Fr. Joseph Borg (a member on the Board). Besides being an expert in the field of broadcasting, Fr. Borg helped me to gain more knowledge about broadcasting. I am also greatly indebted to Keith Fearne (former CEO of Maltanet a subsidiary of Maltacom plc before this company was privatised) and Jack Mizzi (Content Manager of GO plc ). Both of them guided me about the new technologies. This is the subject of Chapter FIVE. Moreover, this thesis could never have been completed without the academic supervision of Dr. Carmen Sammut who has unreservedly dedicated many hours of guidance to organise my thoughts. She led me to other literature on media studies and tutored me on how to present the following academic work in a rational way. Finally, I thank my wife Louise and my daughter Myrna. They did the proof reading and above all, supported me throughout. Mario A. Azzopardi May,2009 v Contents Acknowledgements Page v Chapter ONE Replacing gloominess with confidence 1 Chapter TWO Walking on a widened tightrope 11 Chapter THREE It is doable 29 Chapter FOUR In the wilderness 38 Chapter FIVE The future is bright 50 Chapter SIX Tackling the crunch 59 Chapter SEVEN And the winner is ... 69 Chapter EIGHT The way ahead 81 Bibliography 111 vi List of Tables: Table 1: Total Daily Average Audience Page 41 Table 2: Description of Programmes Produced by E22 and Transmitted on TVM (Autumn 2008) 44 Table 3: E22's schedule from 13 to 17 October 2008 45 Table 4: Role of Present Staff at E22 47 List of Charts Chart 1: Progress towards meeting the benchmark in Lifelong Leaming (EU average) 36 Chart 2: TV Viewing and Adult Leaming Compared to Age Groups 36 Chart 3: Participation of adults in education and Training (2005-2006) 81 Chart 4: Proposed Organisational Structure for E22 90 Appendices Appendix 1: Link page for Lura jil-Klassi 99 Appendix 2: Sample Worksheets used during Lura fil-Klassi 101 Appendix 3: Application Form 108 Vil viii Chapter ONE Replacing gloominess with confidence The summer of 2008 featured disquieting information. In July, the Council of the European Union published a Draft Progress Report for 2008 on "Delivering lifelong learning for knowledge, creativity and innovation". In Malta, the percentage of the population aged 25-64 participating in education and training in the four weeks prior to the survey in 2005-2006, stood at 5.5% (CEU, 2008). The participation rate benchmark set by the EU for 2010 is 12.5%. The EU- 27 average in 2006 stood at 9.6%. Malta ranks nineteenth out of the twenty seven member states. In September, Prof. Kenneth Wain, former Dean of the Faculty of Education at the University of Malta, long-time lecturer and strong advocator for lifelong learning since the late seventies, as well as one of the main architects of the national minimum curriculum, underscored the need for a national strategic plan for lifelong learning. Malta, he said, has not yet completely understood the concept of lifelong 1 learning, or taken it seriously, while it appeared in every EU policy paper • Prof. Wain was participating in a political forum, in the presence of the Prime Minister and the Minister of Education. No one commented otherwise on Profs. Wain' s speech. 1 As reported in The Times, September 5 2008, p. 48 A few days later, I was perturbed during a research interview with Francis Borg, Permanent Secretary2 at the Ministry of Education, Culture, Youth and Sport (henceforth referred to as Ministry of Education), who admitted that the educational 3 channel in Malta, E22 , did not have a structure and that by summer 2009, a political decision has to be taken on the future of this channel within the National Broadcasting Policy. During the same interview, it was revealed that the responsibility for E22 was no longer under the aegis for the Directorate for Educational Services4 but the Ministry of Education had assumed direct responsibility for the day-to-day administration of the channel. The Minister had appointed5 a Management Committee to oversee this operation. It is chaired by the Permanent Secretary 6 within the Ministry ofEducation • This decision was taken notwithstanding that in a recent call for applications7 for Service Managers in the Directorate for Educational Services, one of those appointed was earmarked for lifelong learning. In this particular Service Manager's portfolio, it was specifically stated that among the duties, the person selected had to 8 "manage and participate in matters related to educational broadcasting ". 2 Since I conducted the interview, Mr. F. Borg has moved on as Permanent Secretary of Ministry of Social Policy. As a result he relinquished the post of Chairman of the Management Board of E22. 3 Formerly known as Channel 12, Education Channel and Education 22. Henceforth, I will refer to this channel as E22. 4 The Department of Education was reformed into two directorates as a result of the Education Act, 1991 (Chapter 327) of the Maltese Laws, by the amendment XIII. 2006.6. The two Directorates are called: Directorate for Quality and Standards in Education (Part II, Article 8) and the Directorate for Educational Services (Part II, Article 10). 5 The first meeting of the Management Committee was held on August 5, 2008. 6 The members of the Management Committee are Rev. Joseph Borg and Ms Nadette Bugeja. The present Head of E22 is called for these meetings but is not a member of the Management Committee. 7 Circular Reference AE 1/2008, dated January 4, 2008 8 The Service Manager (Lifelong Leaming) was excluded from the Management Committee but was invited for the Management Meetings as an observer after January 2, 2009. 2 The decision to reassign E22 to the Ministry rather than the Directorate for Educational Services may be interpreted that it is in conflict with the present legislature, namely the Broadcasting Act of 1991. In the Second Schedule, National 9 Broadcasting Plan , it is specified that pluralism is to be established in Maltese television and that "an educational channel will also be operated in conjunction with the Department ofEducation" 10 (my italics). There are two reasoned arguments that sustain why E22 should return within the remit of the Directorate of Educational Studies. Malta is a politically polarised country. Broadcasting is one of the most hotly contested political issues on the island. The political party in opposition (whichever it was) over the past forty-five years has consistently made serious accusations about the political bias in national broadcasting. The cause of these allegations always stemmed from the selection of the CEO, and from the composition of the Board of Directors and/or Editorial Board in charge of the News Department of the 11 public broadcaster PBS • Both boards are selected by the Minister responsible for broadcasting, which currently (that is in 2009) falls within the portfolio of the Minster of Education.