https://www.um.edu.mt/library/oar/handle/123456789/2731 Fri, 17 Apr 2026 15:36:32 GMT 2026-04-17T15:36:32Z https://www.um.edu.mt/library/oar/handle/123456789/123150 Title: Adult education by television Abstract: 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? 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. Description: M.ED. Thu, 01 Jan 2009 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/123150 2009-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/95415 Title: Is-sehem edukattiv tar-rumanzier soċjo-realista Abstract: Dan ix-xogħol jippreżenta xi rumanzi li nkitbu fit-tletinijiet u l-erbgħinijiet tas-seklu għoxrin fejn jidher is-sehem edukattiv and kollha kemm huma saħqu fuq l-edukazzjoni tal-poplu. Dan ix-xogħol ma kienx ristrett biss fuq dawn ir-rumanzi izda ngħatat titwila ħafifa minn fejn beda u xtered is-soċjo-realiżmu. Fis-soċjo-realiżmu letterararju li wieħed isib fil-kitba ta’ l-ewwel nofs tas-seklu għoxrin, qed jiġi ppreżentat aktar mill-qrib il-bniedem innifsu fir-raħal bħala l-bniedem li jaħseb ukoll fis-soċjetà fqira u batuta, mgħakksa u lura, barra li jgħix f’din il-qagħda. L-għerq ta’ kull problema jinsab fin-nuqqas ta’ tagħlim u dawn ir-rumanzi semmew b’mod dirett jew indirett dan l-aspett. Ir-rumanzi mpoġġijin b’mod kronoloġiku u li huma mistħarrġa f’dan ix-xogħol huma: ‘Tejbilhom Ħajjithom’ ta’ John Francis Marks, ‘Leli ta’ Ħaż-Żgħir’ ta’ Ġużè Ellul Mercer, ‘Is-Salib tal-Fidda’ ta’ Wistin Born, ‘Ħelsien’ ta’ Ġużè Bonnici u ‘L-Ibleh’ ta’ Ġużè Orlando. Description: P.G.C.E. Thu, 01 Jan 2009 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/95415 2009-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/74938 Title: Candidates' performance in the matriculation certificate English examination : an investigation Abstract: One of the key motives behind this study was the issue of the low success rate in the MC English examination over the past few years. This research identified the reasons for this low success rate and a number of issues were encompassed in the analysis of the learning, teaching and testing of English at Advanced level. By means of semi structured interviews with lecturers of English at Junior College, the teaching methodology employed at postsecondary level was scrutinised in an attempt to understand any possible relationship between the methods employed in the classroom and student achievement at MC level. Correlational research was conducted in order to explore the predictive validity of the SEC English examinations and the entire Advanced level English student population was surveyed in order to gauge students' attitudes towards the subject and motivation for choosing to study it at postsecondary level. Assessment issues played a fundamental role in this study's attempt to understand the practices adopted by paper setters and markers when testing Advanced level English and for this purpose a semi-structured interview was conducted with the chairperson of the Matriculation English examination board. The results indicate that candidates' poor performance in the MC English examination mostly originates from two primary sources: the teaching and learning of the subject; the examination syllabus and aspects of the testing process. Contingent on its results, this study encourages the concerned stakeholders to revise problematic practices and introduce necessary reforms. Description: M.ED. Thu, 01 Jan 2009 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/74938 2009-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/74936 Title: The teaching and learning of writing in English at post-secondary level : an evaluation Abstract: This works presents an evaluation of the factors and reasons for which writing in English at post-secondary level is challenging and generates practical suggestions for implementation. This is a context-specific study, using Giovanni Curmi Higher Secondary School as a case study. Aspects pertaining to the learning, teaching, and testing of writing in English are examined, and teachers' and students' reactions are gauged. The literature is examined for the role of the teacher, writing processes and approaches, assessment of writing (the examination and coursework), exposure to language practice and to different writing categories, language difficulties and mixed ability classes, student motivation towards writing and demands of writing, cognition and thinking about writing. A questionnaire with students taking English at Advanced and Intermediate level and a semi-structured interview with ten teachers of English teaching at the above school provide the data to be evaluated in the context of these topics. The conclusions drawn from the research are that a standardised writing programme is called for, emphasising class writing in stages, encouragement of self-expression, less focus on exams, collaborative processes, and a detailed assessment procedure. Description: M.ED. Thu, 01 Jan 2009 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/74936 2009-01-01T00:00:00Z