https://www.um.edu.mt/library/oar/handle/123456789/52638 2026-04-11T11:27:55Z 2026-04-11T11:27:55Z Finazzi Sartor, Rosetta Agosti, Alberto https://www.um.edu.mt/library/oar/handle/123456789/52397 2020-03-15T06:11:23Z 1987-01-01T00:00:00Z

Title: I programmi RAI del Dipartimento Scuola Educazione : valutazioni e prospettive Authors: Finazzi Sartor, Rosetta; Agosti, Alberto Abstract: The DSE (Dipartimento Scuola Educazione) was set up on the 14th April 1975 with the objective of making the best possible use of educational and school broadcasting in Italy. It produces radio and television programmes for different age groups and in line with the educational needs of contemporary society. In particular, the DSE aims at: a. updating teaching and learning methods within the school framework; b. training and upgrading various professionals; c. broadcasting educational programmes which reflect the political, economic and cultural concerns of the past and the present. In following these aims, the DSE is responding to a public demand for programmes which provide a social service. Constant attention is paid to technological and scientific innovations, to research on communication patterns, and to the study of child and adolescent development. The DSE is also concerned with bridging the gap between school/earning and the workplace, and with seeing education as an ongoing lifelong process.

1987-01-01T00:00:00Z Borg, Joseph https://www.um.edu.mt/library/oar/handle/123456789/51966 2020-03-01T06:12:43Z 1987-01-01T00:00:00Z

Title: Media education in church schools in Malta Authors: Borg, Joseph Abstract: During a discussion I had with a class of 15 year old girls about the use they make of t.v. I found that in spite of the fact that they were preparing for the G.C.E. examination they watch approximately an average of 2.5 hours a day. (This is a bit lower than the national average which according to a study made by GALLUP LTD. in 1984 is 2.64 hours daily.) This amounts to 38 days a year. We tried to compare this with the time students spend at school. They have 175 school days a year with 5 hours every day which gives a total of 36 days a year. Both the school administrators and the students were greatly surprised with the result. This little incident helped me a lot in my meetings with different heads of schools while discussing with them the need of introducing media education in their schools.

1987-01-01T00:00:00Z Cachia, Francis https://www.um.edu.mt/library/oar/handle/123456789/51965 2020-03-01T06:12:38Z 1987-01-01T00:00:00Z

Title: Educational broadcasting in West Germany Authors: Cachia, Francis Abstract: The producers of educational broadcasts in West Germany do not expect their productions to be the only ones used in the class-room situation. Nor do they produce only for class-rooms or lecture-halls. Some of their productions are for children of the pre-school going age, and others are intended to interest people who are long past their schooling days. In other words, educational broad- casting is conceived of as including the home as well as the school. Moreover, it is directed at recipients of all ages who are interested in increasing their knowledge and enriching their culture. Not only the recipients, but also the particular qualities of the different individual media are carefully taken into account in the planning stage. The first consideration is to decide which subject fits which medium best. It is not surprising that music, for instance, should play a prominent part in radio broadcasting and that such subjects as biology and computer technology should feature prominently on television.

1987-01-01T00:00:00Z Gray, Elspeth M. https://www.um.edu.mt/library/oar/handle/123456789/51964 2020-03-01T06:12:11Z 1987-01-01T00:00:00Z

Title: What medium? What message? Smoking education for teenagers Authors: Gray, Elspeth M. Abstract: It would seem fairly safe to say that an important purpose of schools is to transmit messages; by their very nature they are in an advantageous position to do this. Schools have captive audiences as Dreeben (1970) states, though he is careful to point out that the children may not be in all cases an audience of captives, yet most could be classed as 'victims of institutionalised education' (Gammage 1982). Many secondary teachers particularly may well feel that they have much in common with prison warders for, after all, apart from prisons which have a selective intake, schools are the only institutions where all individuals are compulsorily incarcerated for part of their lives - an estimated 15,000 hours in the United Kingdom. The extent to which schools function in the transmission of messages in the broadest sense has been the subject of much discussion in the last two decades particularly and in spite of the gloomy picture that emerged from the Coleman report (1966) subsequent findings have been much more optimistic. Schools DO make a difference.

1987-01-01T00:00:00Z