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THE ROLE OF GHANA TELEVISION.
IN EDUCATION AND. ‘ ,

 

 

   

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thesis entitled

The Role of Ghana Television in Education
and National DevelOpment: An Exploratory Study

_ presented by'
Paa-Bekoe Henry Obed Welbeck

has been accepted towards fulfillment
of the requirements for

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ABSTRACT

THE ROLE OF GHANA TELEVISION
IN EDUCATION AND NATIONAL DEVELOPMENT:
AN EXPLORATORY STUDY
By

Paa-Bekoe Henry Obed Welbeck

( Increasingly, the new nations of Africa, Asia and Latin
America have been investing so much money in building new television
services. In Africa, in particular, the new nations, in most cases,
already had national radio services at the time of political indepen-
dence? In the face of all the demanding problems which the new
nation‘s must cope with-~more schools, better and more health
facilities, better roads, improved transportation systems and so on
--why would these nations invest millions of dollars in television?

It was this major question which prompted the investigator to conduct
the study.
Using his home country, Ghana, as a model, the researcher

posed the following hypothesis for the study: [That the Government of

 

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Paa—Bekoe Henry Obed Welbeck

Ghana, in introducing television in the country, did not consider the
medium as a luxury despite the heavy expense involved. Instead,
the government perceived the medium as a long -term investment for
national development. The role of the medium was conceived to be
an instrument for educating, informing and entertaining Ghanaians,
and these three constructs were considered to be crucial in national
development.)

In preparation of the study, the investigator spent one month
in the summer Of 1970 gathering data in Ghana. The sources for his
data included interviews with several Officials Of the Ghana Broad-
casting Corporationand the Ghana Ministry of Education. Also,
much time was spent in reading and examining documents, newspaper
and magazine articles pertaining to the subject.

Upon his return to the U. S. , the researcher read through
all the material he had brought back from Ghana and analyzed, clas -
sified and interpreted it in his own right. '

After analyzing the data, the following Observations and
conclusions were drawn:

1. That indeed the Government of Ghana in introducing tele-
vision in the country looked upon the medium as an

instrument of national development which in Ghana was
underscored by the term ”education. "

 

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Paa -Bekoe Henry Obed Welbeck

That in Ghana the term "education" referred to both formal
(classroom instruction) and informal (adult and mass edifi-
cation) education.

In spite of the government' 3 rationale that one of the major
reasons for introducing television was to use the medium to
supplement school programs, only a few schools do have
television sets in the country.

As far as teaching and learning facilities are concerned,

the most depressed schools in Ghana are those below the
Secondary Leve1--Primary and Middle Schools. However,
there are no television programs directed at these depressed
schools.

In spite of initial promises to make television available to
most Ghanaians, only a small portion of the population can
still afford the high prices of television sets.

One of the weaknesses of Ghana Television is that it lacks
rigorous and reliable means of measuring the effectiveness
of its programs for general audiences or schools.

That in view of the interrelatedness of the problems in
national development, Ghana Television cannot be evaluated

.in isolation. Instead, the medium should be juxtaposed with

other major variables, such as economic problems and
relationships with the government in power.

Recommendations

 

In order to fulfill the Objectives established for education

and national development, the Government of Ghana should
establish a goal of providing television sets and accessories

to all Pre -Primary, Primary, Middle and higher level schools
which meet some established standards (such as minimum
number of students, teachers, etc. ). In areas where there

is no electricity, generating sets or vibrators should be
furnished. A plan should be developed to reach this goal

and should be implemented as soon as possible.

 

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Paa — Bekoe Henry Obed Welbeck

Community Centers, villages, hamlets and recognized
organizations or clubs should be encouraged to purchase
their own television sets and accessories. The government
can expedite the effort by paying a percentage of the expenses
involved. Schools, institutions and all groups which receive
the subsidy should be exempted from paying the annual tele-
vision license fee.

A committee of representatives from the Ministry of Edu—
cation, Ghana Television, national teacher groups and student
organizations should be set up to assess the needs and define
goals for school telecasts. Such telecasts should be expanded
to include programs for all levels of education--Pre -Primary
through university. It is important that school programs be
made part Of school curricula, particularly those below uni-
versity level.

Television viewers, particularly those in rural areas, should
be assisted in forming tele -clubs and discussion groups (as
it is done in other countries, such as France, Japan and
India) and to organize follow -up activities which enhance the
diffusion and adoption of innovations, such as new farming
techniques.

A television research center or division should be set up to
gather and analyze data on the utilization and effects of
television programs on education and national development.
The centershould be a permanent division of Ghana Tele -
vision.

THE ROLE OF GHANA TELEVISION
IN EDUCATION AND NATIONAL DEVELOPMENT:

AN EXPLORATORY STUDY

By

Paa -Bekoe Henry Obed Welbeck

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOC TOR OF PHILOSOPHY

College of Education

1971

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Dedicated to all those
who
strive incessantly to get up
after a mighty fall,
and to all those
who
continue to believe that they can get up,
no matter how low they are,
and to all those
who
continue to believe that it is never too late

to try again.

ii

ACKNOWLEDGMENTS

In conducting a study of this kind, one cannot escape falling
on many sources and people for help. This was precisely what
happened to me. I am greatly indebted to the many hands--visible
and invisible-~that contributed to make this study possible.

I wish to express my sincere thanks to the following people

at these designated places:

Canadian Broadcasting Corporation, Ottawa:

Mr. Gilbert Dinelle.

Canadian Broadcasting Corporation, Toronto:
Mr. Kelvin A. Lack

Michigan State University:
Dr. Everett M. Rogers and
Dr. Stephen L. Yelon
Ministry of Education, Accra, Ghana:

Mr. S. D. Dodoo.

Ghana Broadcasting Corporation, Accra:

Mr. Andrew Amankwa Opoku, Director of Television;
Mr. J. S. Taylor, Senior Engineer;

Mr. Jake Banful, Director, Television Training School;
Mr. David Ghartey-Tagoe, Schools Broadcasts Section.

iii

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Also, my greatest thanks go to Messrs. Joshua Geker and
Horace Torto-Gilbertson, both at the Corporation.

Mr. Geker was extremely helpful in sending me very
essential documents that I could not locate while I was visiting Ghana.
He also spent several hours distributing portions of my manuscripts
to designated people who read through them and made helpful cor-
rections and suggestions. Later on, Mr. Geker collected the cor-
rected manuscripts and mailed them to me at his own expense.

Perhaps my greatest indebtedness goes to Mr. Torto-
Gilbertson, who spent many hours discussing and answering the
numerous questions I took with me to Ghana. In addition to his
demanding responsibilities as the Liaison Officer for Schools Broad -
casts, Mr. Torto—Gilbertson took time to answer additional questions
which I mailed to him after I arrived in the U. S. He read through
my manuscripts, correcting several errors --factual and otherwise.
For all these, I am much appreciative.

Finally, I wish to express my deep gratitude to the members
of my doctoral committee--Dr. Elwood Miller, my thesis and
academic adviser; Dr. Erling Jorgensen; Dr. Troy Stearns and
Dr. Vincent Farace--for all the suggestions, criticisms and guidance

Offered me throughout this study.

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To all these people, and to the many more I did not identify

by name, I owe a great debt.

Paa - Bekoe Welbe ck

TABLE OF CONTENTS

Page
LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . x
LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . xi
CHAPTER

I. INTRODUCTION . . . . . . . . . . . . . . . . 1
Background of the Study . 1

Procedure . . . . . . . . . . . . . . . . 4

Design of the Study . . . . . . . . . . . . . . 5

Data Gathering. . . . . . . . . . . . . . . 6

Treatment of Data . . . . . . . . . . . . . . 9

Hypothesis . . . . . . . . . 10

Limitations and Scope of the Study . . . . . . . 10

Structure of the Thesis . . . . . . . . . . . . 11

II. REVIEW OF LITERATURE . . . . . . . . . . . 14
National Development. . . . . . . . . . 14

Mass Media and National Development . . . . . 15

Television in the Developing Countries . . . . . 19

Utilizing Television . . . . . . . . . . . . 23

Television for Mass Education . . . . . . . . 23

India . . . . . . . . . . . . . . . . . . . 24

Peru . . . . . . . . . . . . . . . . . . . 26

Italy . . . . . . . . . . . . . . . . . . . 28

Senegal. . . . . . . . . . . 31

Television for Classroom Instruction . . . . . 34

Niger. . . . . . . . . . . . . . . . . . . 34

Colombia . . . . . . . . . . . . . . . . . 35

Nigeria . . . . . . . . . . . . . . . . . . 36

Summary . . . . . . . . . . . . . . . . . . 38

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CHAPTER
III. GHANA

Geography. .
History, Government and Politics
Economy
Education
The Present System of EducafltiOn
Pre -Primary
Primary
Middle
Secondary . .
Technical Education
Teacher Education .
University Education
Mass Education . .
Department of Social Welfare
and Community Development .
Ministry of Health .
Ministry of Agriculture
Problems in Ghanaian Education .

IV . GHANA TELEVISION

«I Structure
:3 Facilities .
3 Staff and Personnel

gReceiving Sets . .
:wFinancing the System .
- Government Rationale

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V. PfigGRAMMI G

Programs for General Audiences

Foreign Films .

Local Programs

"Post Mortems”

Program Concept

School Programs .

School Programs -- 1969 -7 1
English Literature .

Preparation and Follow -up Activities

vii "

Page
41

41
43
46
49
52
52
53
53
54
56
57
59
62

63
66
67
68

79

83
88
100
104
109
113

126

129
133
139
143
144
144
146
146
149

 

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CHAPTER

lst Year General Science

2nd Year General Science

Geography

History

Mathematics . .

Teaching Methods .
Planning - — School Programs
Utilization and Feedback
Rationale .

VI. SUMMARY, PROBLEMS, RECOMMENDA—
TIONS AND CONCLUSIONS . .

Problems .
Recommendations .
Summary and Conclusions

LIST OF REFERENCES
GENERAL REFERENCES
APPENDIX

A. CORRESPONDENCE

Correspondence - - Canada
Correspondence - - Ghana

B. A PROPOSAL FOR A THESIS ON THE
ROLE OF GHANA TELEVISION
IN EDUCATION

C. PHOTOGRAPHS OF GHANA PRESS
COVERAGE OF THE INAUGURATION
OF GHANA TELEVISION .

D. GOVERNMENT STATEMENT ON THE
REPORT ON A TELEVISION SERVICE
BY MESSRS. R. D. CAHOON AND
S. R. KENNEDY OF THE CANADIAN
BROADCASTING CORPORATION

viii

Page

150
151
152
152
153
154
154
161
162

165

179
186
188

194

199

207

207
219

242

257

262

 

 

 

 

APPENDIX Page

E. INAUGURATION OF GHANA TELEVISION
SERVICE..................265

F. GENERAL BREAKDOWN OF GBC -TV
AIRTIME -- LOCAL PROGRAMMES . . . . . . 271

ix

 

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LIST OF TABLES

TABLE Page
1. TOTAL VISIBLE TRADE . . . . . . . . . . . . 48
2. PERCENTAGE OF CHILDREN (6-14 YEARS)
ATTENDING PRIMARY AND MIDDLE
SCHOOLS FROM 1960 -67 . . . . . . . . . . 70
3. GBC -TV MORNING PROGRAMMES FOR

SECONDARY SCHOOLS AND TRAINING
COLLEGES WEEKLY TIME -TABLE
1970-71...................147

LIST OF FIGURES

FIGURE Page
1. WEST AFRICA-- LOCATION OF GHANA . . . . . 42
2. THE POPULATION DENSITY OF GHANA,
1960....................44
3. GHANA—-ADMINISTRATIVE REGIONS . . . . . . 51
4. GHANA-- TELEVISION NETWORK . . . . . . . . 89
5. FIELD STRENGTH MAP FOR AJANGOTE,

JAMASI, KISSI AND TAMALE TRANS—
MITTERSTATIONS............. 90

xi

CHAPTER I

IN TRODUC TION

Background of the Study

This study began as an intellectual curiosity for the
investigator. As a student of broadcasting, he has noted with
interestLthe emphasis which newly independent nations of Africa
have placed on the mass media, particularly on radio and television.
In most cases, many Of the nations had sound broadcasting facilities
at the time they gained political independence. However, a signifi-
cant number of these nations, despite their limited financial
resources, have invested or are investing millions of dollars to
introduce or finance television systems that have been or are being

built. Ghana is one of these nations.

At the time of political independence in 1957, Ghana had a
relatively sophisticated sound broadcasting system. Independence
also brought to Ghana new responsibilities and challenges --demand

for more schools, hospitals, roads, food services, health services

and more effective means of communication.

The new leaders Of Ghana were quick to point out that for a
new nation the challenges and problems had to be tackled and solved
in decades, not in centuries as done by the technologically advanced
nations. The new leaders argued that this is a new era of sophisticated
mass media. They argued further that through these media--news-
Papers, books, magazines, films and radio--people in the developing
nations do share vicariously with people in the advanced nations.
The argument goes on that this revolution in mass communication
has helped create what some call the "revolution Of rising expecta-
tions. "

In essence, the revolution of rising expectations means that
peeple in Ghana and other developing countries, through exposure to
b(Joks, magazines, films and radio, want to know why they too cannot
have modern homes, cars, refrigerators, good clothes and well-
eCluipped schools. The pace Of the revolution of expectations quickens
When people see their own kind-—fellow countrymen-~enjoying some

of the luxuries and conveniences associated with the technologically
advanced nations.

It seems logical that one way of reducing the pace of the

revolution of rising expectations is to censor the influx of the mass
media in the new nations. One would expect that the censorship

might involve a strong restriction on the kind of magazines, films

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and pictures flowing in from the advanced nations. While it may be
argued that indeed some form of censorship does occur, it may be
argued, also, that more channels of mass media are being established
--thus weakening the effect of censorship in one way or another.
I“ One example of the argument just raised is the case of
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Ghana. In the midst of all the problems, expectations and new
responsibilities that independence brought to Ghana, one would like to
know why that nation decided to invest millions of dollars to introduce
a television system. This was the major question that prompted the
study.

Also, the investigator felt the need to search for answers
to some questions that many students Of broadcasting and others have
been asking from time to time. Typical among the questions often
asked is --"What system of broadcasting do you have in Africa or in
Ghana?" Other questions deal with the history, the kinds of programs
featured, structure, control, and financing of the broadcasting
systems in some African countries.

Unfortunately, answers to many of these questions are
either inadequate or cannot be found in most libraries in the U. S.
or elsewhere. It is apparent that these questions have not been
answered in any comprehensiveway.

The researcher feels that this study may provide answers

to many of the questions raised.

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Procedure

 

After the decision was made to conduct the study, the first
step taken involved a search through the local libraries for informa -
tion on the subject. This initial step was unsuccessful. However, a
further search yielded enough information on mass media and
national development and the uses of television in several developing
countries including a few in Africa.

By searching through newspaper articles and writing to
personal friends in Ghana, the investigator learned that Ghana Tele -
vision was planned and constructed with the advice and assistance
of the Canadian government. As the next step, therefore, a letter
was written to the Canadian Broadcasting Corporation in Toronto.

A prompt reply to the letter included valuable Ghanaian newspaper
clippings dealing with the planning, preparation and inauguration of
Ghana Television. The reply also referred to other sources in
Canada where relevant information on the topic might be obtained.
This suggestion led to several exchanges of letters between the
researcher and other Canadian Officials. Unfortunately, the
exchanges did not result in the acquisition of any new and relevant
information. The Canadian officials stated that they had several
documents on the subject; however, they were classified information

and could not be released.

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Following these initial contacts, the investigator decided to
visit Ghana briefly so that he could collect data on the subject. He
therefore wrote letters to Officials at the Ghana Broadcasting
Corporation (GBC), Ghana Ministry of Information and the Ministry
of Education. The letters (see Appendix A), which asked for
assistance in collecting data on the subject, were accompanied by
supporting letters from the researcher' s thesis adviser. The
result of this action was prompt and encouraging. All three
agencies contacted replied that they would do everything possible

to help in collecting data for the study.

Design of the Study

 

After receiving encouraging responses from Ghana, a
thesis proposal outlining the Objectives of the intended study was
designed.

The proposal was based on concerns and issues raised in
the "Background Of the Study" already discussed. This involved the
formulation of general and specific questions to be answered. A
search through the literature available on the techniques of inter-
viewing and phrasing research questions yielded valuable information
in designing the proposal. After further consultations and sugges-

tions from the members Of his doctoral committee, the researcher

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Appendix B).

Data Gathering

 

Around the middle of August, 1970, the investigator
arrived in Ghana for a stay of approximately one month to collect
data for the study. While in Ghana, he reported to the then Acting
Director-General of the Ghana Broadcasting Corporation and the
Director Of Ghana Television. Following these introductory meetings,
the Liaison Officer of the Schools Broadcasts division of Ghana
Television was assigned to assist in gathering the data.

Equipped with a copy of the thesis proposal mentioned
earlier, the Liaison Officer and the investigator began to search for
answers to the questions raised in the proposal.

First, the Officer attempted to answer the questions by
briefly writing a few sentences to each question. Where he could not
provide an answer, he indicated sources where it might be found.

For the next step, a search was begun for documented
evidence in support Of every answer provided by the officer. This
approach was very difficult because it appeared that Ghana Television
(GBC - TV) had no centralized information center where documents
could be located--not even at the corporation' 3 library right on the

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As a more hopeful and promising method, personal contacts
were made with the personnel at GBC. Several of these people were
asked if they had any back issues of newspapers, magazines, pam-
phlets or other records that contained any information on Ghana
Television. By checkingthrough the personal files of many of these
people, several pieces of documents pertaining to the subject were
located.

Another source of valuable information was the Ghana
Ministry of Information. With permission, several days were spent
examining back issuesof nearly all the national newspapers, maga-
zines, letters, books and other documents that contained information
on Ghana Television. In many instances, extensive notes were taken
from these sources. Wherever possible, the researcher read aloud some
of the information and recorded it on a portable- tape recorder. In
other instances, photographs were taken of the information by using
a 35mm single reflex camera. These photographs, taken on black/
white films, were later printed in the United States where a magni-
fying glass was used to read the information contained (see Appen-
dix C). These methods were employed because they were easier,
more convenient and less expensive than copying such information

on duplicating machines which were not easily available in Ghana.

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From the Ministry of Information, the investigator-went to
the Ministry Of Education where he employed similar methods in
addition to recording personal interviews with key government
officials.

Back at the Ghana Broadcasting Corporation, several
personal interviews were conducted with key Officials including the
Director of Television, Senior Engineer, Director of the Television
Training School, several producers and others. Prior to these
interviews, the researcher had read through most of the documents
he had acquired or come across. The interviews were therefore
conducted to either confirm and validate what had been read or to
answer questions that had not been adequately covered in the docu-
ments.

Before leaving Ghana, several contacts were established
(chief among whom was the Liaison Officer) in order to obtain
further information if needed. This step turned out to be a very good
one because while analyzing the data in the U. S. , the researcher
found many information gaps that had to be filled before any interpre -
tations and conclusions could be drawn. In almost all instances,
letters and questions sent to the contacts in Ghana were promptly

and adequately answered (see Appendix A).

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Treatment of Data

 

Upon returning to the U. S. , all the recorded interviews
were transcribed and all the films shot in Ghana were processed.
After reading all the notes and data, the information was categorized
according to topics.

Next, the investigator proceeded to describe, analyze and
organize the information into chapters. Where this process called
for factual and nonjudgmental description and interpretation, the
manuscripts were sent back to Ghana for criticism and correction.
This meant that in certain cases whole chapters or sections of the
study were mailed to key people in Ghana. Notable among such
sections were those dealing with the educational system of Ghana,
the history and structure of Ghana Television, facilities Of the tele-
vision service, program content, financing and school programs.

For instance, the portion Of the study dealing with the
preparation and training of television personnel was sent to the
Director Of the Television Training School. Portions dealing with
facilities and schoolprograms were sent to the Senior Engineer and
Liaison Officer of Ghana Television--and so forth.

All the portions were returned with appropriate corrections,
criticisms and suggestions. The feedback necessitated rewriting of

the chapters many times.

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10

Hypothesis

 

The following hypothesis was proposed for the study: That
the Government Of Ghana, in introducing television in the country,
did not consider the medium as a luxury despite the heavy expense
involved. Instead, the government perceived the medium as a long-
term investment for national development. The role of the medium
was conceived to be an instrument for educating, informing and
entertaining Ghanaians, and these three constructs were considered

to be crucial in national development.

Limitations and Scope of the Study

This study focuses mainly on Ghana Television. However,
the investigator approached the study with the point of view that
Ghana Television cannot be looked at in isolation. The medium has
therefore been studied within the broad context of national develop-
ment--a complexity of variables that affect the transformation of a
poor traditional society into a modern one. Among these complex
variables are the economy and educational system, both of which
exert a profound influence on the transformation process.

The study therefore is not limited to Ghana Television.
Instead, a brief review of the Ghanaian economy and educational
system as well as other problems that affect the television system

have been juxtaposed to the main focus of the study.

11

Structure of the Thesis

 

Chapter two of the study begins with a review of literature
on mass media and national development. Several views of social
science scholars on the role Of the mass media in national develop-
ment are included.

The chapter also deals with television as a mass medium
and how several developing nations are utilizing the medium for mass
education and classroom instruction. Among the nations using tele-
vision for the purposes just mentioned are: India, Peru, Senegal,
Niger, Colombia and Nigeria.

Chapter three provides background information on Ghana--
geography, politics, history, the economy, the educational system
and related problems. As pointed out earlier, the investigator holds
the point of View that Ghana Television cannot be looked at in isola-
tion but, instead, it should be viewed at in juxtaposition with other
Variables which influence the process Of national development. It
is for this reason that chapter three is devoted to analyzing certain
Problems facing Ghana. These problems invariably affect Ghana
Television, as will be pointed out in subsequent chapters in the
study,

Chapter four deals with Ghana Television. Included in this

broad tOpic are descriptions of the history-preparation, training 0f

 

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12

the personnel and staff that operate the service and the facilities
available. Also in this chapter, the sources of financing Ghana
Television are examined.

Finally, chapter four analyzes the rationale Of the Govern-
ment of Ghana in introducing television at this stage inthe country' 3
history and economic development. The discussion includes a brief
comparison Of views by the government that originally introduced
television and the views of the new governments that took over from
the original.

Chapter five is devoted to the programs featured on Ghana
Television. Discussions on this topic cover various sections of the
television service and the contributions of each section.

Also, chapter five features a sample of programs featured
in any one week on Ghana Television. The sample is divided into
two main categories -—-programs for general audiences and programs
for secondary schools and training colleges. The programs are
fur‘ther divided and discussed under the categories of "local" and

"foreign" films, that is, those produced locally and those produced
albrOatd.

Finally, chapter five presents a description and commentary
on Programming policy, utilization and feedback from audiences, and

the rationale for producing school programs.

 

 

 

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Chapter six presents a summary of each chapter and an
analysis of the problems facing Ghana Television. Also, the chapter
suggests recommendations which may lead to solutions of the prob-
lems.

For the convenience Of the reader, a full list of bibliography
and general references consulted during the course of the study is
included. Appendices that yield detailed information on certain
topics that were discussed briefly in the study follow the list of
references.

It is the expressed with Of the researcher that those who
read this study may find it as challenging as it is stimulating in
opening new horizons in the area of the role Of the mass media,
especially television, in national development. Hopefully, upon
reading the study, some may be inspired to search further for
answers to the many questions and problems that the study has

féliled to provide.

 

 

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del‘flozm p

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“‘.~‘ I.

CHAPTER II

REVIEW OF LITERATURE

National Development

The term national development is generally used in
reference to the transition of nations from traditional to modern and
technological societies. In essence, modernization and national
development mean the same thing-~the passing of traditional society.

Rogers and Svenning define this construct:

Development is a type of social change in which new ideas are
introduced into a social system in order to produce higher per
capita incomes and levels of living through more modern pro-
duction methods and improved social organization. The nations
of the world are often divided into two camps on the basis of
economic and social criteria: the less developed and the more

developed, the traditional and the modern. 1
It is this definition of development that the investigator
intelids to use in this study. Basically, the term will be used in

r ef‘at‘ence to the nations of Latin America, Africa (excluding South

Africa) and Asia (excluding Japan).
\

A 1Everett M. Rogers and Lynne Svenning, Modernization
Weasants: The Impact of Communication (New York: Holt,
meharta Winston, Inc., 1969), pp. 8-9.

14

 

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15

While there is a great deal of heterogeneity among these
new nations, there are a number of characteristics which are common
to nearly all Of them. Rogers and Svenning describe these character-

istics:

Less developed countries are generally typified by: 1) a rela-

tively low per capita income, 2) comparatively low productivity
per person, 3) little commerce and high self-sufficiency, 4) a
high rate of illiteracy, 5) limited transportation and mass media
facilities, 6) inadequate nutrition, 7) little industry and few
skilled technicians, 8) politically unstable governments, and
high birth-and deathrates and short life expectancy.

Mass Media and National Development

Several scholars and students of national development,
modernization and the mass media seem to agree that the mass media
have a great part to play in the social, economic, cultural and
political changes which take place in the process of national develop-
ment. Wilbur Schramm, Everett Rogers, Daniel Lerner, Elihu
Katz, Paul Lazarsfeld, Ithiel de Sola Pool, David McClelland and
LUCian Pye are but a few of the scholars who have posited the social
SCience view of media effects based on research. Rogers and

SVenning write:

Students of development would seem increasingly convinced
that communication is a catalytic agent in the modernization
process. Mass communication denotes message transfer via

\

2Ibid., p. 9.

 

 

 

38115 Ewan

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16

such mass media as newspapers, magazines, film, radio, and
television, which enables a source of one (or several individuals)

to reach an audience of many. 3

Based on the models and findings of Lerner (1958) and
Deutschmann (.1963), Rogers and Svenning have developed the follow -

ing paradigm which puts the role of the mass media in perspective:

ANTECEDENTS ——-- PROCESS —> CONSEQUENCES

Literacy Empathy

Education Agricultural and
\ / home innovativeness

Social Status———- Mass Media ——»Political knowledge

Exposure
A e / E Achievement motivation
C o smopoli teness Educational and .
occupational aspirat1ons

National development is a process because it is continuous

and takes a lot of time. It involves many variables. One cannot make

an exhaustive list of all the variables that constitute national develop-
ment. However, social scientists and many leaders of developing

con“tries concerned with national development have focused attention,
\ TV?

3Ibid. , p. 99.

41bid., p. 102.

 

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17

among other things, on the following variables: natural resources,
the history, the geography, political awareness, the economy, health,
nutrition, transportation, communication system, education, psycho-
logical and cultural factors of the peoples Of the nations concerned.
Perhaps the basic dynamic of these variables is the peoples
themselves. The mobilization of the human resources--their educa-
tion, training in new skills toward new goals--has often been cited as

most important. In a study of the manpower problems of 75 countries,

Frederick Harbison noted in part:

The progress of a nation depends first and foremost on the
progress of its people. Unless it develops their spirit and
human potentialities, it cannot develop much else --materially,
economically, politically or culturally. The basic problem of
most of the underdeveloped countries is not a poverty of
natural resources but the underdevelopment of their human
resources. Hence, their first task must be to build up their
human capital. To put it in more human terms, that means
improving the education, skills, and hopefulness, and thus the
mental and physical health, of their men, women, and children.

Another commonly accepted observation is that the variables
involved in national development are so interrelated that any changes
in One of them are likely to create shock waves in the other variables.
It may be concluded, therefore, that the consideration of any one of

thfise variables must be juxtaposed with the others.

\

S . 5Frederick Harbison, "Education for Development, "
wific American. CCIX(September, 1963), 140,

 

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18

On the basis of several studies on modernization which he
conducted in the Middle East, Daniel Lerner states in part:

Radio, film and television climax the evolution set into motion
by Gutenberg. The mass media opened to the large masses of
mankind the infinite vicarious universe. Many more millions

of persons in the world were to be affected directly, and perhaps
more profoundly, by the communication media than by the trans -
portation agencies. By obviating the physical displacement of
travel, the media accented the psychic displacement of vicarious
experience. 6

 

Lerner writes further:

For, rising media participation tends to raise participation in

all sectors of the social system. In accelerating the spread

of empathy, it also diffuses those other modern demands to

which participant institutions have responded: in the consumer' 3
economy via cash (and credit), in the public forum via Opinion,

in the representative polity via voting. 7

Ithiel de Sola Pool comments on Lerner' s argument of media

effects as follows:

In this area the most notable contributions have been by Daniel
Lerner and David McClelland. They have both put forward the
daring thesis that the mass media can have a profound charactero—
logical effect. Lerner convincingly argues that the media pro-
vide their consumers with a capacity to conceive of situations

and ways of life quite different from those directly experienced.
To have such a capacity for empathy is necessary if a person is

to function in a great society. . . . If, as Lerner argues, the
media provide the means for empathically entering the roles

\

ff

6Daniel Lerner, The Passing of Traditional Society:

p£°gernizing the Middle East (New York: The Free Press, 1958),
. 3. *-

 

71bid. , p. 62.

 

 

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19

that affect a man in a great society, then the characterological
contribution of the media to modernization is indeed significant.

Finally, Wilbur Schramm has listed and discussed eleven

major things which the media can do in national development:

semen mesa?

.71

The mass media
The mass media
The mass media
The mass media
The mass media
held attitudes or
The mass media
The mass media
The mass media
The mass media
The mass media

can widen horizons.

can focus attention.

can raise aspirations.

can create a climate for development.

can help only indirectly to change strongly
valued practices.

can feed the interpersonal channels.

can broaden the policy dialogue.

can enforce social norms.

can help form tastes.

can affect attitudes lightly held, and slightly

canalize stronger attitudes.
The mass media can help substantially in all types of educa-

tion and training

. 9

Television in the Developing Countries

 

There is ample evidence that perhaps television, more than

any other mass medium, is viewed by many of the new nations as the

most powerful and effective medium for national development. Some

evidence to this claim is supplied by certain recommendations adopted
by a number of experts at a UNESCO meeting on the introduction Of

teleVision in Africa:
\
8Ithiel de Sola Pool, "Mass Media and Politics, " Communi-

We and Political Development, ed. by Lucian Pye (Princeton,
9‘" Jersey: Princeton University Press, 1963), p. 249.

 

 

Th 9Wilbur Schramm, Mass Media and National Development:
{fiole of Information in the Developing Countries (Stanford:
Sta -

nford University Press, 1964). PP. 127-140.

Recogn:
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Recognizing that, especially in developing countries, television

is potentially more powerful in its impact than any other form

of mass communication, and being convinced that those responsible
for its direction should be persons of professional competence

and integrity whose aim is to serve the people as a whole, using
television solely for the highest national purposes, this Meeting
recommends:

1. That, with the Object of promoting national unity,

(a) African broadcasting authorities should use every

(b)

(c)

appropriate type of television programme which can
help to bind the nation together culturally, intellectually
and economically;

Such programmes should serve the aims of the nation

as a whole rather than sections determined by geographic,
ethnic, economic or social considerations, but great

care should be taken to preserve the indigenous cultural
heritage of ethnic groups within the country;

Television should be used as a motivating force for
social development, for the modernization of methods,
for stimulating initiative and popular participation in
cultural, social and related activities, particularly on
the part of youth; . . .

That broadcasting organizations should regard education as

a field in which television must play a vital role, and to
which it must give priority. Recognizing this:

(a)

(b)

(c)

Television authorities should make their resources
available for the broadcasting of programmes to schools
and other educational institutions and for the training
ofteachers;

Television should be used as an effective tool in the
fight against illiteracy and the removal Of language
barriers;

National development should be assisted and encouraged
by means Of television farm broadcasts and other pro-
grammes to promote community education, and also

21

programmes depicting national projects, and those
designed to increase the number and quality of skilled
workers;

((1) Teachers charged with helping viewers to use educa-
tional programmes should be carefully trained in their

effective utilization, and should be closely associated
with the organization and planning of such programmes.

4. That, to promote the cultural renaissance of developing
countries, television organizations in Africa should take
conscious and deliberate steps to encourage and promote the
creative and performing arts in their regions both in their
own and national interest. 10
A further analysis Of the recommendations at this meeting

shows the great emphasis that the participating countries placed on
the need to establish political, cultural, educational and economic
cooperation and unity through television programs, structure and
financing, staff training and audience relations and research.
kPerhaps a logical question to ask at this stage is why so
much is expected of the medium Of television as compared with the
other mass media. In other words, what makes television so power-
ful and effective, to the extent that developing nations with scanty
economic and financial resources would invest in this expensive

medium? A Tunisian official answered the question partly when he

said:

R

 

10UNESCO, Meeting on the Introduction and Development of
Msion in Africa, Lagof Nigeria: 21-29 September, 1964 (Paris:
U.NESCO, 1964). Note: -Only portions of the recommendations are
Cited here.

"Of all t
powerful
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22

"Of all the mass media, television is undoubtedly the most
powerful and effective. Combining image with sound, it con-
stitutes a complete medium intelligible to all, the intellectual

as well as the illiterate. It penetrates groups and families
where it introduces new values and modes of living. It thus

acts in the social sphere in the most universal manner. . . .

In a country such as Tunisia, dominated by an effort to revitalize
the economic, social and cultural life of the country, the coming
into operation of a national television service is an event of
prime importance. "11

Another reason why many developing nations invest in tele -
vision is that they consider the medium as a long -range profitable
investment necessary for national development. This point of view
was expressed at an earlier meeting on media sponsored by UNESCO:

Some participants felt that although television was relatively
expensive, as far as installation and operating costs were con-
cerned, it might prove in the long run a very economical medium
of communication because of the broad audience reached through
community reception and the profound impact made by television
programmes. 12.

Finally, the great interest expressed in television by the
developing nations may be due to the very nature of the medium
itself. Television is unique in the sense that it has some versatility

unequalled by any of the other media. As the Tunisian official stated

earlier, television can easily appeal to the intellectual as well as the

m

11Abraham Z. Bass, "Promoting Nationhood through Tele-
Vision in Africa, " Journal of Broadcastig, XIII, No. 2 (Spring,
1969), 165. W -

12UNESCO, Developing Information Media in Africa: Press,
Radio, Film, Television, Paris, 24 January-6 February, 1962
aria: IUNESCO, 1962), p. 28.

 

 

 

 

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23

illiterate simultaneously simply because it has the power to combine
words or sound and visuals at the same time.

Combined with the ability to feature a variety of audiovisuals,
television has also the multiplier effect, that is, one program featured
on it can reach large segments of the population which may be widely .
scattered, all at the same time. If circumstanCes make it
impossible for all segments of the population to view certain programs
simultaneously, such programs can be video -taped and replayed at a
convenient time. This makes the medium more flexible for usage in

large cities and remote villages as well.

Utilizing Television

 

It is one thing to extol the virtues of televisiOn and what it
can do and another thing to use the medium to do those things. Are
the developing countries using the medium to fulfill all the dreams
expressed at meetings conducted before the introduction of television
into such countries? Theliterature is pregnant with reports and

articles which answer the question affirmatively.

Television for Mass Education

 

Mass education, as used in this paper, will refer to educa-
tion directed at people other than those enrolled in regular classes

33 in a school or graded institution. In this sense, mass education

ates place 'I
inmate.
people other
his": school :
education. I

hzeracy cart;

9
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24

takes place whenever the public at large is given some learning
experience. This means then that any television program aimed at
people other than those enrolled in a graded institution, such as a
high school or college, may be categorized as a program for mass
education. Under this category then may fall programs dealing with
literacy campaigns, hygiene or health, child -care, agriculture,

cultural and political shows, and news.

India

 

Between the latter part of 1960 and the first half of 1961,
All India Radio (AIR) embarked on a television project sponsored by
UNESCO. The general theme of the 20 half -hour long programs was
"Responsibilities of Citizenship. ” Originating from AIR' 3 small
television center outside the city of New Delhi, the programs were
aimed at adults who had formed about 71 TELE - CLUBS in the
localities of the city and its outskirts. The project had three basic
Objects in view:

(a) To communicate some new information, facts, and figures
on the topics chosen, leading to a distinct increase in the
knowledge and information of the tele -clubs;

(b) To try to influence the attitude of the tele -club members
towards certain issues arising from the topics to which the

programs were devoted; and

(C) To suggest directions in which groups and individuals could
take action‘and mould their way of life or organize some

 

folio-I

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citzeos‘nip at:
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and then shift

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25

follow -up activity to influence their friends and
neighbours. 1

Organizers Of these programs tried to build them around
specific situations which were relevant to the responsibilities of
citizenship among the people living in the city and its surrounding
villages. To accomplish this, the organizers attempted to focus the
programs on matters which were of interest to the viewers directly
and then shift to the problems which should be considered broadly by
citizens. Other programs included in the series were: "Traffic and
Road Sense, " ”Dangers to Community Health, " and ”Encroachment
Of Public Property and Town Planning. " The following is a descrip-

tion of viewing arrangements for the programs:

For‘the meetings of the tele-club, the members were expected
to arrive and take their seats at least 10 minutes before the
television programmes began. The convener would receive the
members and show them to their-seats. . . .

. . After the programme had been watched in silence the
chairman requested the non -members to leave the premises
and would place before the members the salient points arising
out of the programme. These salient points were already out-
lined in the programmed bulletins supplied by AIR. 14

—..--

On the basis of information supplied by the program bulletins
or on that acquired by the viewers from the programs, members of

the tele -clubs discussed ideas; made suggestions, criticized and,

‘1

K A A

. I 13UNESCO, Social Education through Television: An All
In\dl‘LRadio-Unesco Pilot Project (Paris: UNESCO, 1963K p. 14.

1«libidq p. 24.

F ‘L‘ p"
where feosm --

meanwhile. ’4

 

 

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appeared on It.

atempted to a:

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pressioo the

"Ms.

26

where feasible, tried to implement some of the suggestions and ideas.
Meanwhile, the convener would prepare a report based on the pro-
ceedings at the meeting, noting any doubts and criticisms raised.
These proceedings had to be written in consultation with the chairman
and any important members so that the report would not be the
reactions of only one person. Each week, the tele ~club supervisor
transmitted all questions and problems raised by the club members
to AIR. On the basis of such questions and problems, specialists
appeared on the televisionscreen toward the end of the project and
attempted to answer-such questions. This gave the citizens the
impression that they had a direct contact with administrators and

experts .

Peru

 

In the city of Arequipa in southern Peru, a group of local
citizens approached a local television station in 1962 and asked for
free time for a television project. The group wrote a proposal
describing the project and its Objectives. The proposal was accepted,
and out of it emerged "Telescuela Popular de Arequipa. "

"Telescuela Popular de Arequipa" (TEPA) had begun partly
because-it was known that there were many adolescents around

Arequipa who had not advanced beyond the first grade in primary

 

stool. II II
peerle could
prefect bega:

series:

 

27

school. It was hoped that through the medium of television, such
people could be given further education. Three years after the

project began (initiated in 1962), TEPA was operating the following

".

series:

1. Kindergarten and transition (primary grade 1) level for
children not enrolled in regular school.

2. PrMary education instruction for working adolescents who
have had no or incomplete courses at this level.

3. Literacy and fundamental education for adults.
4. Community development for village groups.

5. Assorted broadcasts for housewives and for cultural
enrichment. 1‘5 ‘

The success of the TEPA project is attested to through the
response it gets from the public, particularly from the adult programs.
Here is rdescription:

After completing their daily work, these groups gather in a room
provided by the factory proprietors. The "class -rooms" vary
from a small canteen furnished with desks and benches to a dark
area of a storehouse with very low benches and stools crowded

in among bales of wool. Students are recruited through the
industrial management and individual workers; women predominate
and many of them attend with babies strapped to their backs.

Young children play in the vicinity while their mothers attend

their lessons. 16

 

15UNESCO, New Educational Media in Action: Case Studies

for Planners-~11 (Amsterdam, Netherlands: UNESCO, 1967), p. 79.

161mm,, p. 85.

 

 

28

It was this kind of response from the adults that prompted
the report on the project to conclude in part:

The place where TEPA appears to be achieving its best results
is in its original series, the one to provide fundamental educa-
tion via television to domestic servants who have not had the
benefit of primary education. The organization of this series
showed considerable ingenuity. The motivation exhibited by the
students, together with the evidence that they are learning, ‘17
shows that it is meeting a real need and is providing real results.

Maybe this experience in Peru goes to show the extent to
which the medium of television can be extended to the public as a

res -publicfi. If this could happen in Peru, it is possible that it can

 

happen somewhere else. Perhaps the biggest lesson from the project
is that developing nations do not always haveto wait for UNESCO or
outsiders to come in and sell them ideas on how to utilize television
effectively. There may be creative talents with good ideas right in
the local markets so television Officials should be more receptive to

the public.

Italy

 

Italy is not one Of the new nations of the world. It cannot be
classified as a developing country, .‘ even though every nation in the
world is still developing either technologically or in the area of

human relations. However, Italy has one of the more fascinating

 

‘1

171bid., p. 98.

2;;Iicazions :
measure 5‘."
development.

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classroom ac:

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itDples aroum

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fat enough er

 

 

 

In the
spin: prolect
and the minist
20:“. in the firs

.‘qu‘m 1
>u1‘q “n i". N
ville

29

applications of television to solve educational problems. Italy' 3

experience shows two of the principal uses of television in national

development.

First, television is being used in a number of countries to
solve the problems dealing with shortages of qualified teachers and
classroom accommodation.

Second, television is being used to reach and educate several
peoples around the world who fall into the category of "functional
illiterates, " adults and young adults who for various reasons do not
have enough education to read beyond the primary school level.

In the first instance, through Italy' s Centro di Telescuola,

a joint project of the government -Owned Radiotelevisione Italiane (RAI)
and the ministry of public instruction, the core curriculum instruc-
tion in the first three secondary grades is being made available to

Children living in remote areas where regular schools are not pro-

Vided:
The loss of students between the primary and the secondary
levels has been aggravated by the fact that many children did not
live within a reasonable distance of secondary schools. As of
1962 -63, 3, 700 of the 8, 000 communes in the country did not
have first-cycle secondary -school facilities. It was for the
children in such communities that the Telescuola programme
was first originated and to which it continues to devote most of

its resources.

K

18UNESCO, New Educational Media in Action: Case Studies
manners-411 (Amsterdam, Netherlands: UNESCO, 1967), p. 13.

 

centers, know
expense and ;

I A
Errors :3

 

10",“ ‘
“nan. mam

religion, P1731

30

In these remote areas, viewing centers were set up where
monitors share the classes with teachers from Rome. The viewing

centers, known as posti di ascoti (PATs), were established at the

 

expense and initiative of local authorities who provided the adult
monitors. Subjects taught by television under this system include:
Italian, mathematics, history, geography, science, art, music,
religion, physical education, English, French, applied technology
and Latin.

In the second instance, a series of programs were aimed at
adults who lacked basic education in the formal sense. The general
topic of the programs was "It' s Never TOO Late. ” Later on,
Telescuola expanded its-“programs to include a few others, as
described below:

In succeeding years miscellaneous additional programmes had
been added to the Telescuola operations, but these were pro-
gramme series rather than instructional courses. One was a
twice -weekly series, "Your Tomorrow" (11 tuo domani), designed
to acquaint youngsters with career possibilities. "On the
Threshold of Science" (Alle soglie della scienza) was initiated

as an effort to provide a means of bridging the gap between tra-
ditional lyceum science instruction and the knowledge level and
orientationrequired for contemporary university science courses,
a gap which was found to be handicapping many students entering
the universities. "The New Secondary School" (La nuova scuola
media) presented discussions by expert teachers on the new
secondary curriculum and methods and was designed to provide
in -service training of a non -formal sort for teachers. 19

 

1911m” p. 16.

31

Senegal

In 1964, the government of Senegal volunteered the use of
the country for a UNESCO pilot project aimed at testing the effective -
ness of various audio -visual media—-film, radio, television. The
outgrowth of that pilot was The Dakar Experiment which began opera-
tions in 1965. UNESCO provided the following as part of the purpose

for the project.

The provision of adult education is a matter of urgency in a
society in rapid transition. The social and political develop-
ment of newly —independent States requires the active participa-

tion of the adult pOpulation in the improvement of conditions,

the acquisition of new skills and the process of national develop-

ment. New knowledge and new attitudes modifying tradition-

bound concepts of workand society must be inculcated if the

emergent nations are to face up to the pressures of existence in

the modern world. 20

Included in the project was a series of television broadcasts

dealing with child care, hygiene, illness and nutrition. The series
was specifically directed at women. Later, the project expanded to
include radio broadcasts for people in villages, films for city and
rural people, and literacy programs for workers in factories. An
attempt was made at the end of the broadcasts to find out what the

audience had learned or remembered about the programs. The

following observation was made among others:

 

20
y ’ Pierre Fougeyrollas, Television and the Social Education
of Women (Paris: UNESCO, 19677. p. 5.

 

Bas
wetctreac:

1- ‘Vo:

add:

2- The
fort

 

.' W
prob
in pg
be a

3' The
ms;
{ TEE!
Copé

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32

If these results can be believed, the number who could not put
what they had learnt into practice was very small (14%), the
percentage being higher in the case of the older women. The
obstacles obviously reside in ingrained habits}1

Based on a survey conducted in the February of 1966, the

project reached certain conclusions, part of which is quoted below:

1.

Women viewers chose women interests. . . .

. Education through mass media is more effective if it is
addressed to a homogeneous audience and meets specific needs.

The new demands arising from these interests promise well
for the future shaping of society. . . .

. Educational television does not create new social
problems but heightens the awareness of the new exigencies
in periods of transition. Properly used and planned, it can
be a potent factor in national development.

The degree of assimilation was remarkable. .

. Discussion groups are necessary in conjunction with
mass media education in order to render the information
imparted socially dynamic.

There was also a remarkable thirst for knowledge. . . .

. . Adults will learn if the subject really interests or
concerns them.

Educational television is very revealing on the socio-
psychological aspects of modernization. . . .

. The educational use of the mass media can accelerate,
extend and provide a control over the modernization of man.

Nevertheless, to be fully effective, educational television
must recognize its limitations. . . .

 

2‘llbidu p. 26.

In some]
media 3

“’NM " o
ad»v...c ..

THE 39.};
LhEl‘e is

 

 

 

33

. . Adult education through mass media must always keep
the background in mind and adapt its teaching methods to
the needs of development in any specific socio -psychological
situation.

In connextion with underdevelopment, television and other mass
media are often considered in the West as providing an almost
automatic means of adapting people to cope with modern techniques.

The Dakar experiment since the beginning of 1965 shows that
there is not and cannot be any question of mass -conditioning.

Finally, based on the Dakar Experiment, the following

generalizations were derived:

1.

For maximum efficiency, educational television must be
addressed as far as possible to socially homogeneous
audiences.

Each such audience should have a television club, demo-
cratically organized and run in accordance with its own
internal dynamics.

The actual education should concentrate on subjects where
major national concerns and major individual interests in
the particular group overlap.

The aims, in terms of knowledge and know -how to be
imparted, must be quite clear from the start, although the
end -results may in fact transcend them. Sociological and
psychological checks from time to time will show how far
the experiment is succeeding. Such checks may or may not
have been planned by the organizers, but--especially if
they have not--a comprehensive evaluation, combining all
such data, should be made at the end.

Mass education by television will impart certain knowledge
and skills to a certain number of people. More important,
the conviction carried by word and image will have enhanced
their social awareness and each part of the project should
have this ultimate aim in view. Success in this respect
comes indirectly, almost as a by -product of the constituents

 

2
2Ibid., p. 34.

t‘“:
it:

 

 

34

that go to make up the capital role collectively played by
those who attend the television clubs. 23

Television for Classroom Instruction

 

One of the major justifications that developing nations
usually give for investing much needed money in television is that
the medium helps alleviate the problem involving the shortage of
qualified teachers. These nations usually argue that, by using tele-
vision, the limited number of qualified teachers available can reach
a larger proportion of students. This claim is supported by a number
of experiments and regular programs through which students in cer-
tain countries do benefit from the instructions of well -qualified

teachers who otherwise would never reach them.

Niger

 

In 1963, through the joint effort of the Republic of Niger,
France and UNESCO, an experimental television project was initiated
in Niger. The purpose of the experiment was stated as:

The primary objective of the television experiment is to make
up for the great shortage of qualified teachers in Niger. One
way to try to solve that problem seemed to be by the joint use
of television programmes and a monitor holding only an ele-
mentary -school certificate and given a brief period of training.

 

231bid.

2‘g‘UNESCO, Case Studies for Planners--II, p. 13.

 

 

T?
P.
.0.

 

”mfcwrgc D...
bvoédu.‘ .
‘

were directe
afficial 13:;
P335568 and ‘

grills dealt .

 

35

The Niger experiment was unique in the sense that it
contained programs directed at young children as the complete means
of instruction. The kindergarten children, at whom the programs
were directed, were introduced to the French language which is the
official language in Niger. The children were taught new words and
phrases and how to use them in conversation. In addition, the pro-
grams dealt with children interests such as: domestic animals, the
family, the market, the river, the village, school materials and
wells. Other programs dealing with how to read, how to write and
arithmetic were broadcast to the children. Here is a general descrip-
tion of the experiment as recorded by observers:

Niger' 3 experiment with instructional television, planned from
1963 and begun in 1964, is to our knowledge the first time that
an African country--and one of the few times that any country--
has used television to give complete instruction to young children
just starting their schooling; and the first time that a television

monitor combination has been relied upon for the gradual replace-
ment of better-qualified teachers needed for teaching at higher

levels . 2 5

Colombia

With the assistance of its department of teleducation, the
Radiotelevisora Nacional in Colombia operates one of the world' s

largest instructional television programs. The programs reach over

 

2 5Ibid .

 

’7

33, 9‘30 p1:

mace mat

 

Cl:-

1'2366 W11}; 1.

 

 

[\J

Int:
Ilia

.’
LOI‘

Ce:
the

36

275, 000 pupils in over 800 schools. Subjects covered by the programs
include mathematics, natural science, music and language.

Classroom teachers using the television lessons are pro-
vided with lesson guides prepared for each lesson series. These
guides are intended to assist and motivate the teachers in the three
stages of instructional telecasts --preparation, broadcast, and follow -
up activities. The programs have three principal functions:

1. Enrich the educational environment of pupils and engage
them in purposeful educative experiences.

2. Introduce and cause to be introduced into school activities
materials and aids which otherwise might not be available
for many years.

3. Raise the standard of teaching by exposing teachers--
directly and indirectly--to new concepts and techniques at
a pace‘which they are able to maintain, and by tactfully
offering them badly needed guidance and counsel.

In sum, the aim is to accelerate the teacher-learner pro-

cesses in a positive manner and to achieve improvement in
the quality of the student' 3 education.

Nigeria

Nigeria was the first nation in sub -Sahara Africa to intro-
duce television as a tool for alleviating some of its educational

problems .

 

26mm, p. 51.

 

8:.
Western N .5
Ali hours 0:
tended less

aster}; blOi

programs, vs

 

exempted to
Issued sea

3.4m aims

b- the

9C9;
VF ‘tr‘al
‘=§
.13:

37

Beginning in the western region of the country in 1959,
Western Nigeria Television (WNTV) started to broadcast one and a
half hours of instructional programs five days a week. The programs
included lessons in geography, general science, modern living, music,
history, biology, general knowledge and physical education. The
programs, which focused on secondary and teacher-training levels,
attempted to provide examples of good teaching, enrich content in
selected secondary schools and reduce teaching deficiencies. The
official aims of the programs, as stated by WNTV, included the fol-
lowing:

a. the reduction of teaching deficiencies in certain syllabus
courses, such as science,

b. the provision of examples of good teaching to help upgrade
the general quality of class-room instruction, and

c. the enrichment of the content for certain syllabus courses,
such as geography, by providing visual material not generally
available in the classrooms.

In Northern Nigeria, the Northern Nigeria Broadcasting
Corporation began to broadcast programs in 1962 with the expressed
purpose of supplementing instruction at the primary, secondary and

teacher-training college levels. The following list includes a descrip-

tion of what was contained in some of the programs:

 

27UNESCO, Case Studies for Planners--III, p. 116.

 

 

‘5’“ -

‘0

to
w}
I

1h

‘ I

ad

10

38

"Dan Aku" is a year -long English course of twenty -six lessons
based on the syllabus for primary school class 5. The content
concentrates on points in the syllabus which have been found
particularly difficult for students. The format, which combines
story —telling and direct teaching, is built around a puppet parrot,
Dan Aku, and his teacher. Primary stress is put on oral
English and children are asked to pronounce words and to read
simple sentences. Little or no written work is required.

"Adventures in Literature" is produced for secondary school
form 5 and its use is encouraged for teacher -training college,
form 3. Using excerpts from filmed production of English

classics. . . .

"Activity Methods in Primary Schools" is part of a series
designed to help colleges train students in the practical aspects
of teaching. . . . 8

A third region in Nigeria using television to correct some
deficiencies is the Lagos (Federal District). Beginning its broad-
casts in 1965, the programs had two specific aims:

1. to upgrade the content of class -room instruction directly
while indirectly alleviating some of the problems arising
from the fact that not all of the class-room teachers are

adequately trained, and

2. to provide instructional content not previously possible.

Summary '

 

In this chapter, evidence has been presented on how tele-
vision is being used as a mass medium to alleviate some of the

problems facing developing nations.

 

28Ibid. , pp. 135-136.

29Ibid. , p. 157.

39

Specifically, examples were provided on how the medium is
used for mass educational purposes --literacy programs as in the
Dakar Experiment and the Telescuela Popular de Arequipa project
in Peru.

In other instances, the reader was reminded about how tele -
vision is used in teaching responsible citizenship--a kind of cultural
and political awareness as in the All India Radio Project.

Also, examples of how television is used to upgrade instruc-
tion by demonstrating to teachers good and effective teaching methods
(as done in Nigeria, Colombia and Peru) were presented. Again,
evidence of a major application of television was given--broadcasting
standard programs simultaneously using large numbers of classes
(as in Colombia). Another important use of television was discussed
--broadcasting instruction to many students scattered in otherwise
inaccessible areas (as in Italy).

The reader was provided with evidence on the application of
television in three principal ways: television as a major teaching
resource as in the Telescuola program in Italy; television as the
means for total instruction as in the Niger project; and, finally,
television as the medium for supplementary instruction as in Nigeria.

Certainly, in one chapter, one cannot cover all the nations

and places where television is being used in creative and effective

.
‘ Op.»
1. -.C
e - «L-
~s‘_ad

q
v

t C »J

 

.3 Y x t
. .1 . .:
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I 54“ OK “.3 i

40

ways to help solve problems. For instance, in American Samoa,
television is being used to teach more than one -third of all the classes
on the island.

In the Ivory Coast, television is used to train teachers, to
teach rural development and literacy.

In Algeria, television is used to give in -service training to
teachers while in Ghana the medium is used to educate and inform
farmers and those engaged in agriculture.

Many of these nations have common problems which were
created by the very attempts to help solve other problems. However,
one can say with some degree of confidence that television is helping
to solve many problems in these nations.

Perhaps these nations, if they want to exploit the full
potential of the medium of television, may do well to keep in mind
the advice contained in the Dakar Experiment:

It is by maintaining a vigorous intellectual give -and -take between
screen and spectator, between each member of the audience in
the club and his neighbours, and by a proper balance between
what he is asked to absorb and what he is capable of assimilat-
ing that television can be made into a powerful means of rapidly

making accessible to men in large numbers all that can profit

them most in modern life. 30
I. I

 

30Fougeyrollas, p. 34.

\

CHAPTER III

GHANA

Geography

 

Ghana, which lies almost in the center of the countries in
the Gulf of Guinea in West Africa, stretches between latitudes 4-?
North of Cape Three Points and 6%° North in the extreme east.
From the southern coast, the country extends to about 11° North,
a distance of about 420 miles. This location puts Ghana very near
the Equator. The country, which has an area of 92, 100 square miles,
is bounded in the east by the republics of Togo, Dahomey and Nigeria,
while the nations of the Ivory Coast, Liberia and Sierra Leone lie to
the west. The northern part of the country is bordered entirely by
the Republic of Upper Volta (Figure 1).

Basically, the country may be divided intothree main geo-
graphical regions: the South -eastern coastal savannahs, the

Equatorial forest zone and the Northern savannahs.

41

111111 Us <2<1c kc 20~Lu<001~ l<0~th§q Fm”; ..\ wtbmvfil \

 

42

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Emo<xfl<z<zo mo 22.563 -4252 emu: H. ”.33...—

 

 

 

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Stigma Err,

43

The population of Ghana, according to a 1966 estimate, was
7. 84 million1 --a rise from the 1960 official census which established
the figure at 6. 73 million. The population is unevenly distributed,
with heavy densities (over 400 per square mile in certain areas) in
the urban areas --Accra, Kumasi, Sekondi -Takoradi and Tamale

(Figure 2).

History, Government and Politics

 

Ghana achieved independence from the British in 1957.

Before then, the country, which was ruled by Britain since 1874,
was known as the Gold Coast Colony. The country was renamed
Ghana on the day of Independence--March 6, 1957. Presumably,
the name was chosen after the ancient kingdom of Ghana, one of the
Sudanic Empires which flourished on the African scene between the
fourth and tenth centuries.

LGhana has a long history of government and politics, but
the modern scene began with the birth of Dr. Kwame Nkrumah' s
Convention Peoples Party (CPP) which led the country toward politi-

cal independence in 1957. The country became a republic in 1960.

 

f

1At the time of writing this thesis, a 1970 census taken in
April was still being processed; it was estimated that the population
would be around 8 million by the end of 1970.

<)

E -

\ hm100 >KO>~
x .IL . ‘
b r

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44

 

 

 

 

 

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1 I I l V—fi r I l I

FIGURE 22 THE POPULATION DENSITY OF GHANA, l960

NIGER

     
  
 
 
 
 
 
 
 
 
 
 
 
 
 

UPPER VOLTA

Scale I: 2,000,000" '
.050 lo 20 so 40 so nun
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PERSONS per IQJIIIIO

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Mic: The Ghana I960 Population Con-u. Report
L 1 l 1 l l L 1
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45

Under the leadership of Dr. Nkrumah, the multi -party
system which characterized the country before and a few years after
independence was dissolved and the country was declared a one -party
state, with the Convention Peoples Party as the only legitimate party.
Nkrumah' s avowed philosophy was that of Pan -African Socialism.
Ghana, therefore, became a Socialist Republic. Political scientists
still do not agree among themselves as to whether Ghana actually
became socialist or merely a one -man dictatorship; the debate goes
on -

On February 24, 1966, the world was awakened with the news
that the Ghana Armed Forces, in cooperation with the Police Services,
had staged a successful coup d' etat overthrowing Dr. Nkrumah and
his party. Dr. Nkrumah, at the time of the coup, was in Peking--
on his way to Hanoi in search of "a peaceful solution to the Vietnam
Corlflict. "

A National Liberation Council, consisting of army and
Police officers, mostly of those who engineered the coup, assumed

CC’Iltrol of government which was to rule by decree "until true
CieliTrlocracy based on the popular'will of the people has been restored
to the country. "

In August, 1969, popular elections were held throughout the

country. Dr. Kofi Abrefa Busia and his Progress Party were

overwhelm

 

‘
3:18." a m1

:1. N“, r
93-5: band

eiezted gm.

46

overwhelmingly elected. His regime, known as the Second Republic,
puts Ghana in the category again as "pacemaker" --the first African
country to return to a democratically elected civilian government
after a military takeover. Ghana was the first British colony (South
of the Sahara) to be granted independence after a democratically

elected government.

Economy

The economy of any nation constitutes the backbone for the
development projects in that country. This generalization is very
true in the case of a developing country like Ghana. While Ghana
has shown much progress in national development projects since
independenceumore schools, hospitals, new roads, improved com-
rIll-Inication system, the construction of the famous Volta River
PI‘Oject and so forth, the rate of economic growth has still been
Called to question.

Ghanaian economic experts argue that the rate of economic
g r Owth has been rather too slow, thereby creating a stagnation in
the standard of living in the country. A noted Ghanaian economist
obServed:

The amount of capital investment that has been made in the

Ghana economy since 1951 is very substantial by all standards.
Under normal circumstances these investments should have led

 

47

to a high rate of growthin the economy as is measured by the
Gross National Product (GNP) or the Gross National Income or
Expenditure. This has unfortunately not been so in Ghana and
this brings me to the second characteristic of our economy,
namely, the disappointingrate of growth in recent years.

Between 1960 and 1966 the increase in the GNP at constant
1960 prices was of the order of 17. 3 percent as against an
estimated rise in population during the same period of about
17 percent. The GNP in 1965 at constant 1960 prices was
NGI, 093 million compared with N(Z‘946 million in 1960. In
1965 the rate of growth was only 0. 7 percent.

Today, Ghana' 3 economy is facing a serious crisis. There
is mass unemployment and many development projects have come to
a standstill as the country battles to overcome its balance of payments
deficit. The large external debt is hurting Ghana badly. The country
is still basically nonindustrial, so it imports practically everything
from raw materials to feed the few industrial plants (for instance,
Crude oil from Russia for the oil refinery of Tema Harbour) to pins,
milk and rice! The chart on page 48 shows the visible trade trend
from 1958-1968.

The gravity of the problem of external debts owed by Ghana
Was portrayed in the national budget statement for 1970-71:

"1 have heard the suggestion that compared to some developing

countries Ghana' 8 debt burden is relatively light. Unfortunately
for those who would seek to take this way out of facing squarely

\

v

2E. N. Omaboe, The State of Ghana' 3 Economy Today

(Accra -Tema: The State Publishing Corporation [Printing Division],
1967), p. 5.

 

“mm-J

.
1.“ '19.?

» A
. 1 .
«.7.
Cr»

\‘.
vq‘ ‘.
“a ll-
3
)‘~" “S,
t 5‘ 1'.
~L

48

TABLE 1

TOTAL VISIBLE TRADE

 

 

 

 

 

NQ' 000

Yea r Exports Balance
Including Imports of
Re -exports Visible Trade
1958 209,117 169,186 39,931
1959 226, 718 226,049 669
1960 231,979 259,235 -27,256
1961 228,981 286,826 -57,845
1962 230, 097 235, 084 - 4, 987
1963 217, 619 260, 775 -43, 156
1964 229,279 243,184 -13,905
1965 226,883 320,051 -93, 168
1966 191,394 250,647 -59,253
1967 246, 800 261, 523a -14, 723
1968 342,040 314,032 +28,008
\ _

 

 

 

301 the total imports of N¢261, 522, 556 for 1967,

N¢127, 007, 481 was imported before the devaluation, and

N¢134, 515, 075 after the devaluation.

(Source: Ghana, Central Bureau of

.tatistics, Economic Survey 1968 [Accra -Tema: The Ghana Pub-
hshing Corporation (Printing Division), 1969], p. 41.)

 

3 N¢ (New Cedi) = $.98.
0 Percent on July 8, 1967.

The New Cedi was devalued by

49

up to the problem of Ghana' 3 debts, we have just been presented
with fresh evidence from a neutral source, the International
Bank of Reconstruction and Development, which shows that Ghana
in 1968 had one of the four heaviest debt-service ratios among
all the developing countries that are recipients of International
Develo ment Association credits and for which data is avail-

able. ”

Various arguments have been presented as to what caused
the crisis in Ghana' 3 economy. Some have put the blame squarely
on Nkrumah' s regime, for overspending and general mismanagement.
Others blame the fall in prices for cocoa, Ghana' 3 major source of
l‘evenue. Irrespective of the causes of the crisis, the major fact
I'eltnains that the current economic problems in Ghana are seriously
affecting national development, including Ghana Television (as will
be pointed out later in the study), which derives a major part of its

ope rating funds from the Government of Ghana.

Education

In Ghana, planning, organizing and administering the public
System of education for Primary and Secondary Schools, Teacher
Tr‘Elining Colleges and Technical Institutions are among the major
responsibilities of the Ministry of Education. The Ministry also is

r eeponsible for the government' 3 relations with various departments,

\

3Hon. J. H. Mensah, M. P. Minister of Finance and Eco-
noIhic Planning, Republic of Ghana Budget Statement for 1970/71
(gecra -Tema: The Ghana Publishing Corporation [Printing Divi-
Snorm], 1970). p. 33.

 

corpora;

Technical

headed by
re5.9021513]

Pitt-“am f

ESpe IS of

mm?“ an
aRegiona'

“*6 ozf.

tion 1'1 the

50

corporations, and bodies, such as the West African Examinations
Council and the Bureau of Ghana Languages (which produces text—
books in the local languages).

The Ministry is divided into three sections-—Science and
Technical Education, General Education and General Administration.

The Science and Technical Education section, which is
headed by the Chief Science and Technical Education Officer, is
responsible for preparing and implementing a scientific and technical
Program for education below university level.

The General Education section, which is in charge of various
asPects of the educational system, is headed by the Chief Education
Officer, who is assisted by a Deputy and other professional officers.

The country is divided into nine regions (Figure 3) which
in turn are broken down into forty -two education districts. There is
a Regional Education Officer at the head of each regional office.

These officers are responsible for the daily administration of educa-
tion in the country. In most cases, the district offices are manned
by Senior Education Officers who carry out the administration and
inspection of Primary and Middle Schools in the districts.

There are many Assistant Education Officers in each of the

education districts. These officers supervise a maximum of between

fit“teen and twenty primary schools, which are mostly staffed by

51

 

 

  

 

 

 

  
 
 
 
 
         
            
             
 

 
    
     
    
 
  
  
   
 

  
 

 

 

 

3° 30' 2° 30‘ I° 30 0° 30 I°
I I I I I I I I I
FIGURE 32 G H A N A - ADMINISTRATIVE REGIONS
V 0 L T A
“‘- ‘ 0 Regional Capitol -‘||'
.T‘m" ONovrggo I National Capital
0 P P E R BOLGATANGA __ ° “01" “m
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BRONG-AHAFO \VOLTA
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SUNYANI ,---..‘ j 2 J " ‘ . I-
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9
‘3 ASHANTI , ----- I. v-3
. ,, ’ ' 0 "anyone I - -” IKpandu
r ~ 6 I" “6'0" ”’EASTERN ;. m
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us abut“ BehoI 1’ ‘\
“‘4' ,’ . ,” REGION 3.
we... ’17-. on“: i W ,J R E G I o N
e r: ,1. e ,r . xoromoueL
a- “s - o‘ 0 -~ Sogouote I
r§ \ \~\Dunlwa I Odo 53‘" I 'MO ‘-
Enohi ‘~-~\.,"~ . 0 ,I’ “I"
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‘\ L ‘ s rd’-r1’~s”
. WESTERN (1,. CENTRAL" ‘316 RA
5 REGION ’I‘REGION fl
‘\ scale I: 2.000.000
mono e 6 I0 an no 40 eon-I.
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P‘ d a.
G U L F O F G U I N E A
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uramedI

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52

untrained teachers. It is the responsibility of each Assistant
Education Officer to visit his schools several days each term and
giVe professional advice to the staff.
The third section of the Ministry of Education—-General
Administration" is under the supervision of the Permanent Secre -
tar-y, who is concerned specifically with the administrative problems

affe cting the Ministry.

The Present System of Education

 

At present, there are seven main levels of education in the
CountrynPre -Primary, Primary, Middle, Secondary, Technical,

Tea Cher Training and University.

kirimary

 

The Pre -Primary education for children between the ages
Of 3 and 5 is under the direction and control of the Ministry of Labour
and Social Welfare. Children in the age bracket of 4-5 can either
atte :lnd Private Pre -Primary Preparatory Schools or Pre -Primary
Schools which are under the control of the Ministry of Education.
Stantistics for the academic year 1966-67 showed that there were
110 IPre -Primary Schools under the control of the Ministry of Edu-
cat-,1 On, while 120 of such other schools fell under the control of the

Ministry of Labour and Social Welfare.

53

Primary

Primary education in the country normally takes six years.
During these six years of education, pupils are taught the basic skills
01' reading, writing and arithmetic. Pupils are also taught Religious
Instruction, Health Education. Physical Education, Music, Ghana
Languages, and Social Studies, including Civics. Many of the
P 1‘ imary Schools are staffed by "pupil teachers" who have only com -

Ple ‘ted the Middle School level.

Middle

The next level after Primary education is the Middle School.
The name "middle" is used because this level, which is of four years
du«t‘ation, is the mid -way between the Primary and Secondary levels.
W11 file a number of pupils, usually the very bright ones, do enter
SeQondary Schools after completing Primary class 6, most entrants
cc>I§rle from the second -fourth year pupils (Middle Forms 2 -4) after
pas sing the rather competitive Common Entrance Examination which
is literally open to all Middle Forms Two, Three and Four pupils
(93C (zeptions of very bright Form One pupils are admitted also). In a
BerIlse, the Common Entrance Examination is a sifting process
tht‘ ough which only the potentially good students are selected for the

11111 ited number of Secondary Schools in the country.

q ,Hflfinvu
NULLI

 

IA ‘
«31.1199
91532313 I.

’03 Tea:

I
0. mm

54

Secondary

After the Middle School, education in Ghana becomes a

multiple «track system.

Pupils who pass the Common Entrance Examination may be
a(irrzitned into Secondary Schools. Those who do not pass or take the
examination may choose, after completing the Middle School, to go
t0 a. Teacher Training College or pursue a technical education.

The Ministry of Education has described the two purposes

Of a econdary education as follows:
(i) to produce the bulk of the middle level manpower for our
economy;
(ii) to produce potential top -level manpower for university
courses.

Secondary education normally takes five years, at the end
0f Which duration all final year students must sit for the West African
Sch col Certificate Examination or the General Certificate of Educa-
“or; (G. C. E. ), Ordinary Level Examination. The latter is organized
by title University of London while the former is organized by the
West African Examinations Council, a body which was set up by, and

deg igns all public examinations for the four Commonwealth countries

°f Ghana, Nigeria, Sierra Leone and the Gambia--all located in West
\

 

19 6 4Ghana, Ministry of Information, Ghana Official Handbook

fiMccra: The Ghana Publishing Corporation [Printing Division],
9 . p. 31.

I

ARISE

«AMT ,

lot. .lalcc,

‘IR!'A “"

“‘CALI C
i

Geograpl

 

192‘s 1

I t«
31 12:5

h
ufih

d6“
.

~ QUITE

'.I‘.‘I
\J‘U‘

55

Africa. Pupils who pass either of these examinations are awarded
certificates (like the High School Diploma in the U. S. ).

The curriculum for the five years of Secondary education
usually consists of: General Science, Mathematics, History,
Geography, Music, Art and Crafts, Woodwork, Metal Work, House-
craft, Technical Drawing, Languages--Latin, Greek, French,
English and Ghana Languages.

Many Secondary Schools in the country have branches known
as the Sixth Form. The Sixth Form offers two years of further study
in Preparation for University education. At the end of the second
year, students sit for the Advanced Level of the General Certificate
of Education Examination.

Each candidate for the examination is tested in three sub-
jeCtS in his major area--Arts or Science. An additional requirement
in this written examination is for each candidate to be tested in a
General Paper-- covering material in both Arts and Science, and
Current Affairs.

The subjects offered in Arts are: English, French, History,
ECO“Omics, Geography, Bible Knowledge, Latin, Art, Technical
Drawings and Commercial Subjects.

Subjects offered in Science are: Physics, Chemistry,

Biology, Pure Mathematics, Botany and Zoology.

5"; .I

Itziiical

56

Technical Education

 

For those Middle School leavers who are interested in
vocational, instead of secondary or general education, a number of
technical institutions in the country offer an alternative. For
instance, there are Junior Technical Institutes which offer pre-
apprenticeship courses in crafts and domestic needs.

In addition, there are Technical Institutes which provide
one -year pre —apprenticeship as well as two -year courses in crafts
at the ordinary level and in Painting, Decoration, Carpentry, Joinery,
Building, Cabinet -Making, Mechanical Engineering and Electrical
Installation at the advanced level. Also, courses are offered at the
Intermediate Level in Commercial Studies and Domestic Subjects.

Beyond the Technical Institute, pre —apprenticeship level,
there are the Polytechnic Institutes. These institutes offer advanced
level Courses for candidates who have successfully completed
Technical Institute and have also had between two and four years of
Practical experience in industry. It is expected that in due course
the Staff at the Polytechnics can be strengthened so that they can
prov1de diploma courses in Building and Engineering. The diploma
com‘Ses in the two areas are currently offered at the Kumasi Uni-

versity of Science and TechnologY-

 

educati.

ITECtiC

57

Another type of technical education available is a three -year
Diploma Course in Mining, for which students spend their final year
specializing in Mining Surveying, Mining or Mineral Dressing.

Finally, there are two other kinds of institutes for technical
education students. One is a Trade Training Center which gives
practical training and some limited theoretical work for apprentices,
artisans and tradesmen already in employment.

The other kind of institutions related to technical education
are Teacher Training Institutes. These Institutes prepare handicraft
teachers for Middle Schools and Technical Teachers for Technical

Institutes and Polytechnics.

Teacher Education

As of the 1970/71 academic year, there were over seventy
teacher training colleges in Ghana. These colleges offer four types
0f Programs. The first type is a Four —Year Certificate "A" Program.
This program may be pursued in two different ways. One is for those
who have already completed a Two -Year Certificate "B" Program and
want to do another two years for the Certificate "A. " The other is a
8“sight four -year program for Certificate "A" in Housecraft for
Prilhary and Middle Schools. Candidates are recruited from students

Who have successfully completed Middle School.

‘1

m
.2 “1'!”
V

Post Seat

Program
Phi'Sica'

a four 1.

mte, :
”0ng

89110 01

58

The second type of program is a Two -Year Certificate "A"
Post Secondary. It is for candidates who have successfully com-
pleted Secondary School, that is, those holding the West African
Secondary School Leaving Certificate or its equivalent.

A third plan is the Specialist and Teaching Diploma. The
program prepares teachers in Home Economics, Art and Crafts,
Physical Education and Rural Science. Candidates who complete
a four -year training under this program may teach in Secondary
Schools or training colleges, while those who complete only two
years teach in Primary and Middle Schools.

The fourth type of teacher education is classified as Asso-
ciate, Licentiate, Graduate and Post-Graduate5 Program. The
program is intended for those who will eventually teach in Secondary
SChOOls and Teacher Training Colleges.

The curriculum of Teacher Training Colleges, which covers
the entire curriculum of Elementary Schools, offers, in addition,
0”race in "Education, " Method Principles, Psychology and Practical
Teaching. Generally, the curriculum lays great emphasis on the use
Of El'lglish as the medium of instruction with an equal emphasis on

the teaching of General Science and basic Mathematics. Also, the
\

b 5The term "Post-Graduate" in Ghana connotes "beyond the
aecalaureate" --quite different from the American connotation.

yam—J

' I
Art! 1‘“! u.
Liar-hull:

 

special ag

IT . .
kn‘iEFS;
til:

I. 'Iy-
"e)d ‘“

59

curriculum makes provision for specialization in the teaching of

special age groups.

University Education

 

Ghana has three universities --University of Ghana situated
at Legon, University of Science and Technology atKumasi and
University College of Cape Coast.

The University of Ghana, the oldest of the three, started in
1948 under the name University College of the Gold Coast. Until
1951. when it achieved a full university status with powers to grant
its Own degrees, the institution was associated with the University of
London, which granted degrees in Arts and Science.

The objectives of the University of Ghana were outlined by
an international commission on higher education appointed by the
Government of Ghana in 1960. The objectives as recommended by
the COInmission were as follows:

(a) To provide opportunities for education in all those branches
of human knowledge which are of value in modern Ghana for
a maximum number of Ghanaians who are capable of bene -
fiting therefrom.

(b) To equip students with an understanding of the contemporary
world, and, within this framework, of African civilizations,
their histories, institutions, and ideas.

(c) To undertake research in all fields with which the teaching

staff is concerned, but with emphasis where possible, on
problems--historical, social, economic, scientific,

 

‘(ll

[Ir

PM.

M: ‘0,“

\‘CI'
' sci"
e

60

technical, linguistic--which arise out of the needs and
experiences of the peoples of Ghana and other African states.

(d) To enable students to acquire methods of critical and
independent thought, while at the same time recognizing
their responsibility to use their education for the benefits
of the peoples of Ghana, of Africa and of the world.

(e) To provide opportunities for higher education and research
for students from other parts of the world, and particularly
from other African states.

(f) To develop close relationship with the people of Ghana and
their organizations and with other universities.

On the basis of these recommendations, the university has
established over thirty departments covering such diverse areas as
natural science, classics, history, education and modern languages.
The university also has an Institute of African Studies, whose
exPressed objective is to promote the study of African culture and
history. All students entering the university are required to do a
year! 8 study in the Institute of African Studies.

The University of Science and Technology, as the name
implies, is basically oriented toward science and technology.
Forinerly known as the Kumasi College of Technology, which
Officially opened in 1952, the university, as it is now, was estab-

1iehl-Z‘d by an Act of Ghana Parliament in 1961.

\

61bid.. pp. 35-36.

r;l

such tee
transmit
This film
courses
tion In -

Engine

61

The chief objective of the university is to train students in
such technological and scientific areas necessary for a nation in
transition from a purely agricultural to a semi -industrial economy.
This does not mean that the institution does not offer nonscientific
courses. It has a department of Liberal and Social Studies in addi-
tion to the following faculties: Agriculture, Architecture, Arts,
Engineering, Pharmacy and Science.

The University College of Cape Coast was formally inaugu—
rated .in 1962 to meet the increasing demand for well -trained
teaChers for the nation's institutions. The institution was therefore
conceived as a source of graduate teachers for secondary schools,
technical institutes, polytechnics and teacher training colleges. The
“niVersity is different from the others because it offers courses which
are new in the country and lead to degrees in education for both Arts
and Science oriented students. All degree candidates are required
to teke either two Arts courses plus Education or two Science courses
plus Education. At present the university offers the following degrees
or Certificate programs in education:

(1) Arts Preliminary Leading to B.A. (Education) Degree

(2) BA. (Education) Degree

(3) Science Preliminary Leading to B. Sc. (Education) Degree
(4) B.Sc. (Education) Degree

(5) Graduate Certificate in Education
(6) Diploma in Advanced Study of Education

\

7Ibid., p. 40.

him! H 1“":

educator
mg tall
the Chan;
1. I ‘
33.001 0:
sensols :
mimstre
because

tuition

62

This chapter has only covered the main steps and tracks in the
educational system of Ghana. There are several institutions of learn-
ing that have not been discussed, for reasons cited below. For instance,
the Ghana Medical School, the Institute of Public Administration and the
School of Hygiene are among the many institutions not mentioned. These
schools are regarded as specialist areas--they do not fall within the
mainstream of public education in Ghana, yet they are very important
because they produce the bulk of specially trained Ghanaians whose con-

tribution to the development of the country cannot be overemphasized.

Mass Education

 

There is one area of education that must be given some atten-
tion. It is the area of mass education or what has been called "educa-
tion in the broadest sense. " This area is important because a very
Significant portion of the Ghanaian population does not have any formal
education and has therefore become the target of Adult or Mass Edu-
catiOn campaigns.

While nearly every institution-- schools, newspapers, radio
and television" in Ghana can claim to be contributing toward mass edu-
Cation in the country, three such institutions will be singled out for dis -
culesion now. The institutions are: the Department of Social Welfare and
CoinlInunity Development, which is under the Ministry of Labour and

SOCtial Welfare; the Ministry of Health; and the Ministry of Agriculture.

 

3F“ ""‘9
_——-—
k’tW‘m r

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m no {“4“

ensue .M‘.

17

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.

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”In, " 1‘.
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1% cents

63

Department of Social Welfare and
Community Development

 

The Department of Social Welfare and Community Develop-
ment fulfills a very important role in the national development of the
country. Among the many functions played by the Department is the
work it performs under the umbrella title of "Community Develop-
ment" (Mass Education). The objectives and philosophy underlying
the concept of community development have been described as:

The main concern of community development is the "people” —-
to help them grow in civic responsibilities and in the use of
their potentialities and talents in achieving desirable goals,
economically, socially and culturally. Ghana Community
Development therefore is based on the stimulation of self -help
in the rural areas. It seeks to combine the efforts of the rural
inhabitants with those of the Government in an attempt to help
the people improve their standards of living, and while doing
this it places emphasis on the use of the people' 8 initiative,
VOIuntary efforts, mental skills, and manual labour. 8

To achieve the objectives and philosophy expressed above, the
Department performs the following special activities, among others:

(a) Adult Literacy

(13) Self -help Construction Work

(C) Work Among Women on Child Care and Home Economics

((1) Extension or Educational Campaigns for Other Ministries
and Agencies. 9

The philosophy behind the literacy campaigns is to open new

horizons, such as the ability to read and know what is happening in
\

81bid.. Pp. 61-62.

9Ibid., p. 62.

059' S Wt

. 1'! V‘c
iOIllO“,

it end
Cemifi

iiIEfaC.

64

one' 8 world. The new horizons thus opened can lead to new
horizons, such as village development.

Classes in literacy campaigns, employing the Laubach and
Adult Teaching Techniques, are conducted extensively by trained
Mass Education and Volunteer Instructors in the rural areas in
Ghanaian Languages. Basic arithmetic is also taught. Similar
campaigns in English are conducted, especially in urban areas, for
groups who need basic understanding of the language to engage in
their daily employment.

Participants in the campaigns are given examinations at
the end of the program. Those who pass the exams receive Literacy
Certificates whose standard conforms with UNESCO' 3 definition of
literacy.

Self -help projects are quite familiar in the rural areas of
Ghana. Such projects usually involve the construction of post offices,
village water supplies, street drains, health clinics, school buildings,
community centers, bridges and many other needs. Quite often,
Community Development or Mass Education Officers, acting like
change agents, call the attention of village communities to the need
of improving their social or health conditions through the construc-
tion of some projects which otherwise would take a long time to be

done by the government. Once the village communities perceive the

65

need for such projects, the Department usually assists by providing
plans, technical advice, technicians, tools and machines. It becomes
the duty of the communities involved to supply the labor, sometimes
the skills and the funds for such projects. In many cases, the citizens
do make voluntary financial contributions or consult interested
statutory bodies for assistance.

In order to improve the living standards of Ghanaian women,
especially those in the rural areas, special teams of female officers,
trained by the Community Development section of the Department,
give basic training to such women in subjects related to the home.

The subjects which affect the over 36, 000 women groups and volun-
teer bodies in the country include: Food and Nutrition, Child Care,
Child Development, First Aid, Home Nursing, Literacy, Sewing,
Cookery, Handicrafts and Clothing.

To help tackle such a gigantic task discussed above, the
Department has established several Rural TrainingCenters through-
out the country. These centers give residential refresher courses
from time to time to women' s groups with their volunteer instructors.

The final of the four special activities performed by the
Department is that of Extension Services. Due to their special train-
ing in adult teaching techniques, and familiarity with village com-

munities, certain Community Development Officers facilitate the

I“...

I. .
(11.33th
.A .

3.02. T.

5!," "'r
aha) u

carpal

9:23:19!

66

diffusion and adoption of innovations among villagers who do not easily
adopt new ideas. Such officers often act as change agents for other
Ministries and departments who wish to carry out basic educational
campaigns in such areas as health, agriculture, housing, local gov-

ernment, road safety and village planning.

Ministry of Health

 

In Ghana, the Ministry of Health is in charge of the health
and medical services in the country. Its responsibilities include the
training of doctors, construction of health clinics, hospitals and
educating the public on health matters. Due to the increase in popu-
lation from 4. 8 million in 1948 to over 8 million in 1970, the need
for more doctors is rather urgent. At present the ratio of doctors
to the population in Ghana is 1:10, 700. This anomaly has prompted
the Ministry to adopt a policy of preventive medicine-- the control
of communicable diseases, sanitation and so forth.

To carry out the policy of preventive medicine, the Ministry
must necessarily inform and educate people on health matters. One
way through which it attacks the problem is through the production
and distribution of leaflets, posters, booklets and other materials
through the Teaching Aid Production Unit of the Ministry' 3 Health

Education Unit.

.l

.g- 5, ' .Jq-tnrknr

pursued
he Soho
I,.
intpECIO
Hea
eel;

nec
and

“I:
..e S]

the d

II

67

Another method by which health education campaigns are
pursued is through the work of Health Inspectors who are trained in
the Schools of Hygiene under the Ministry. The role of the Health
Inspectors has been summarized as:

Health inspectors on graduation work in communities and by
education and persuasion bring home to the people the prime

necessities of health, and thus prepare them to take an active
and lively interest in matters affecting their own health. 10

Ministry of Agriculture

 

Among the several functions that this Ministry must play in
national development, there is one which it shares with other
ministries or agencies. It is the major role of informing--dissemi-
nation of special information to the public or segments of the public.
To this end, two divisions of the Ministry may be mentioned as
examples.

First, the Ministry has a Crop Production Division. Among
the specific functions of the Division are the following, which involve
the dissemination of information:

(a) Carries out a national agricultural extension education
program among farmers and rural communities.

(b) Brings to the producer, shows and demonstrates to him,
the best methods of growing his crops and keeping animals;
the best seed, planting materials and fertilizers to use and

101516., p. 77.

* I
In'flfl A
“be-ma

Dliu'ifilor

U

Q,

68

how to use the most effective methods in controlling
diseases and pests.

(j) Advises agricultural officers and farmers on how to
select, use, run and maintain all farm machinery and
vehicles for maximum economy, efficiency and profit.

The second Division that engages in the dissemination of
information is the Information, Public Relations, and Campaign
Division. Its responsibilities are listed as:

(a) Furnishing information on crops, livestock and various
aspects of agriculture and fisheries to those interested and
particularly to field workers to help them discharge their

work with efficiency;

(b) Helping field workers use effectively, techniques and material
designed to improve communication of ideas and principles;

(c) Establishing a definite channel for release of news and in-
formation by the Ministry of Agriculture and all its divisions
and agencies;

(d) Publicizing the work of the Ministry of Agriculture;

(e) Assisting in speeding up the rate of improvement in rural

life in Ghana. 12

Problems in Ghanaian Education

 

National Development in Ghana is a question of problem
solving. It is problem solving which involves, among other things,

the analysis of some basic elements, such as:
111pm.. pp. 99-100.

121bid., p. 97.

1...... ”nun
i .

Afim‘ ‘e

9".

the b}
56 oo
§0P12
rEiise
quest
iose

Oll‘

69

a. What should be done --priorities and goals.
b. Where it should be done--priority areas.
c. Who should do it--allocation of human resources--expertise.

d. How it should be done --method and allocation of nonhuman
resources.

e. When it should be done--time table.

f. What may be the effects of what is done --evaluation.

The problems in Ghanaian education may be looked at within
the broad context of the basic elements outlined. However, it may
be observed that while the elements in question can be neatly cate-
gorized, they are interrelated. The responses to the questions they
raise do out across borders. In other words, the answers to the
question of what should be done may be similar or closely related to
those of "where it should be done” or "how it should be done" and so
on.

On the question of what should be done, one may say that
Ghana has a lot to do in terms of her educational problems.

First, the country has the broad goal of providing education
for every Ghanaian child and citizen to the highest level according to
his ability. This means then that every Ghanaian is entitled to edu-
cation of some sort. This broad goal has been translated into some

8Pecific objectives by the compulsory school attendance regulation

;:7‘

.‘F u.-

l-!_Il‘k.

acader
free a1
School
birth r
enough
FESOIT4
Pupils

m Char

r0Mme:

/..//

C13 CD (D (Q
m m m r”

/

in the country.

In essence, the regulation was incorporated in the

Ghanaian development plan for education beginning from the 1959 -64

academic year.

Part of the objectives of the plan was to provide a fee-

free and compulsory education for all pupils in Primary and Middle

Schools. 13

With the population of the country on the rise due to high

birth rate and decrease in mortality, the big question of providing

enough facilities and accommodation for pupils was not satisfactorily

resolved. For the reason cited above, compulsory school attendance for

pupils in the Primary and Middle Schools has not been strictly enforced

in Ghana. The following table shows that, while the percentage of en-

rollment kept rising, it never reached 100 over a period of 8 years:

TABLE 2

PERCENTAGE OF CHILDREN (6-14 YEARS) ATTENDING
PRIMARY AND MIDDLE SCHOOLS FROM 1960 -1967

 

 

 

Year Percentage Year Percentage
1960 41 % 1963/64 61. 2%
1960/61 42. 9 1964/65 72. 2
1961/62 53. 5 1965/66 74. 4
1962/63 59. 4 1966/67 71. 8

 

 

 

 

 

Source: Ghana, Ministry of Education, Education Report
1963 -67 (Accra ~Tema: The Ghana Publishing Corporation, 196W

P. 5.

13

Middle Schools in Ghana were abolished.

 

Effective November, 1961, tuition fees for Primary and

wort:
Prim:
thine
Emra
This

1'0: fl

Mg

71

For some time, educational authorities in Ghana have been
worried about the number of years a pupil spends in school--from
Primary School through Secondary School. The estimate is between
thirteen and fifteen years, depending on when one passes the Common
Entrance Examination and gets admitted into a Secondary School.
This does not include the two additional years spent in the Sixth Form
for those entering universities.

To shorten the period, the Ministry of Education is plan-
ning to allow the selection of pupils for Secondary education after
they complete Primary School. Also, Primary education will take
eight years instead of ten to complete. Thus, it is expected that the
"Middle" School which has hitherto been serving as a link between the
Primary and Secondary Schools will be eliminated. In its place will
be a Two -Year Continuation School which will offer vocational type
of education--Elementary Accountancy, Agriculture, Housecraft,
Handicraft and so on.

Even before the introduction of fee-free compulsory educa-
tion, Ghana had always had problems of inadequate and insufficient
building facilities-- classrooms, libraries, science laboratories and
so forth. The new plan, which created a rise in pupils, has aggra-
vated the problem; the need for more building facilities and teachers

is now greater than ever before. One attempt to solve the problem

9‘ ‘ . .
o.oofld.
{trough

group 0

group c

aUe'na
maoeq
sands
hora 1‘

team:

A
.3313.

L“aim

‘_.
V,
J)

72

of building facilities was the introduction of the double shift system,
through which many Primary Schools operate on two shifts --one
group of pupils attends classes from morning to noon, then a different
group comes in to use the same facilities for the afternoon.

While the double shift system has helped somehow in
alleviating the problem of accommodation, it has not solved that of
inadequate facilities. "Inadequate" refers to the hundreds or thou-
sands of school buildings in Ghana that have leaking roofs, have no
libraries or laboratories or walls, great health hazards, poor main-
tenance and poor or no sanitation facilities.

Another corollary of the double shift system, and indeed of
compulsory attendance, is the increase in the demand for more
trained teachers. This problem was succinctly described as:

A large number of Primary Schools is staffed with untrained
teachers who have completed only the Middle School course.
This has been brought about by rapid expansion in primary edu-
cation in recent years. Every effort is being made to remedy
this situation by increasing the output of trained teachers from
the Teacher Training Colleges. 14

The demand for more and better trained teachers has been
sharpened by yet another government policy. Before 1961, Ghanaian

schools did not teach science to its pupils below the Secondary. level.

The closest that Primary and Middle School pupils came to the study

 

14Ghana, Ministry of Information, Gliana Official Handbook

1969, pp. 30-31.

 

decid
the if
its C1
schoc

lows:

.
..
.c

S s
:
"km

Stch1

P. 23'

73

of science-was the lessons they received in Nature Study, Hygiene
and Gardening. To rectify the situation, the Government of Ghana
decided to introduce science teaching into Middle Schools. First,
the Ministry of Education appointed a full -time science organizer to
its Curricula and Courses Branch to devise a science program for the
schools. The objectives for the intended program were stated as fol-
lows:

(a) Give the pupils basic knowledge of science to enable them to

feel at home in an age that is appropriately called the

scientific age;

(b) Give pupils a better understanding of the apparent mysteries
surrounding them;

(c) Give the pupils a better foundation for secondary and training
college science; when the foundation is properly laid, work
in secondary school and training college will be easier;

(d) Help those who do not go on to secondary schools to get a
better grasp of their science related jobs;

(e) Develop science talent in children;

(f ) Get children interested in extra -curricula scientific activities
through the formation of science clubs. 15

In pursuance of the aforementioned objectives, the Ministry
has started the training of specialist science teachers in some of the
teacher training colleges in the country. However, the demand for

such teachers is much greater than the supply, so this simply

 

MTV

15Ghana, Ministry of Education, Education Report 1963 -67,

 

p. 23.

aggrax

IQECSE

Inago:

below

Am“

pk

tOL

74

aggravates an already existing problem-- the shortage of qualified
teachers.

School administration or management is another area of
major concern in Ghana' s educational system. At present, education
below the university level is administered by both the government and
the private sector--religions missions, private citizens, organiza-
tions and local councils. The relative freedom has helped create
disparate levels of quality among schools. The situation was dis-
cussed by the current Prime Minister of Ghana, Dr. Busia, during
a speech to representatives of educational institutions, officials of
the Ministry of Education and others in Accra recently. The Prime
Minister was quoted as:

One of the worries of the Government on the question of admin-
istration had been the waste in administering schools through
15 different educational units and 137 local councils.
The problem of management which the goverment wants to look
at was how it could meet the educational needs of the country
in a more economic way than the haphazard way of the present
which left it to the educational units to establish schools wherever
they liked. 16

The effect of the educational system on the society of any

country should indeed be of major concern to that country. The

progress and development of each country is greatly determined by

 

16E. N. O. Provencal, "PM. on Ghana's Education, "

Daily Graphic, August 28, 1970.

 

count:
the ex
reaso:
tiooal
releva
Cation
05 unix
53'sten
"hum
Name
the Q0.
prepaz
Titre

of ’he

75

the degree towhich its educational system meets the needs of that
society. Ghana is no exception to this axiom. Unless the products
of the Ghanaian educational system are useful by helping meet the
country' 8 needs, one would seriously question the justification for
the existence of the present educational system. There is plenty of
reason to concern oneself with the relevancy of the present educa-
tional system to the needs of the country, unless one argues that such
relevancy is valid only after one has passed through the entire edu—
cational system--from Primary School to the successful completion
of university education. A fair yardstick for the relevancy of the
system of education in the country then is the extent to which people
--human resources--that pass through the educational system find
avenues through which they can contribute toward the development of
the country. Put anotherway, is the Ghanaian educational system
preparing its human resources to enhance national development?
There is reason to answer this question negatively. A major part
of the reason is provided by a noted Ghanaian:

The end -products of our educational system do not give the

product range and the quality that is required in a rapidly

growing country such as this. Worse still, the system con-

tinues to roll out the same end -products, unmindful of the
changed requirements of society. 17

 

lVJ. Frimpong -Ansah, Governor of the Bank of Ghana,
"Education Expenditure in Ghana, " Daily Graphic, August 13, 1970.

 

Mar.
your.
obta-
later
Bible
gene

 

 

 

 

 

 

 

describec
further it
Society,

Slv’stem V
“W so

b9f01‘e S

76

The same source continues:

Many a time, one comes up with the sad situation of a healthy
young man who has completed his secondary school education and
obtained the required number of passes but in completely unre -
lated subjects. A typical example would be passes in vernacular,

Bible-Knowledge, History, English, and perhaps elementary
general science. 1

The authority just cited argues that the conditions he has
described exist because general education, unless accompanied by
further training for specific skills, serves no purpose in modern
society. He suggests that a wide and complex continuation school
System where various skills are taught on the same campus be pro-
vided so that students in general education can pursue special skills

before seeking jobs.

The question that may be asked then is why are Secondary

S(311001 students who plan to find jobs at the end of their studies
allowed to have general education, if such preparationwill not

(Ina lify them for employment? Part of the answer to this question

is that the educational system in Ghana lacks a counseling service
for its students. It seems likely that, were such a service available,
many a student might be directed away from the unpleasant conse -

cluenee of trying to seek jobs after getting a general education.

\

1 8Ibid .

 

employs:
unemplog.
samrau;
problem;

In 111
deve
able
Rece
freq~
little
ThESE
for e
50mg
ing s
the ;
Cons

canOnal

{1011511 D1

77

However, providing special skills for students who seek

employment after school may not necessarily solve the problem of

unemployment. There is evidence that already certain skills are

saturating the economy of the country. A noted scholar on this

problem comments:

In theilast resort the solution lies in Ghana reaching a level of
development leading to a rise in national income and a consider-

able enlargement in the size of the exchange structure. . . .
Recent studies on human capital formation through education
frequently ignore'the fact that training in skills alone will have
little effect unless an occupational structure exists in which
these skills can be effectively realized. Little can be expected,
for example, from technical education, since there are already
some signs that the market for certain technical skills is becom—
ing saturated. . . . Ghana represents a classic situation where
the pursuit of educational goals has produced an unanticipated

consequence of serious proportions.
Invariably, the solution to any of the problems discussed
so far'will depend on the availability of funds and the skills of edu-

cao1=i<3nal planners. There is evidence that there are. skilled educa-

ti01513.1 planners available to Ghana. What remains then is the problem
or rIfloney. Where and how can Ghana get the funds to helpetackle
many of her educational problems?

The problems discussed so far may be broadly collapsed

to . .
I‘ead: How can Ghana mobilize her human and nonhuman resources

\

 

(C - 19Philip Foster, Education and Social Change in Ghana
l”llezigo: The University of Chicago Press, 19675), p. 209.

 

country .
liability .

I
that it w:-

 

Promptec

in he: na

 

 

 

 

 

part of Lt:

attempts

78

in the most efficient way to improve the quality of education in the
country so that the citizens produced thereof can be an asset, not a
liability, to the national development of the country ? It may be noted
that it was the attempt to answer this overriding question that

prompted Ghana to introduce television into the country at this stage

in her national development. But is television indeed the answer or

part of the answer to the problem? The remainder of the study

attempts to answer this question.

 

 

 

stance]
by the ex
PFESS.

Peop1e’ .
scePIiCs

dls Qern

tion was
fit hiQ;
ESsenQe
PEQQrd j

 

CHAPTER IV

GHANA TELEVISION

Television was inaugurated in Ghana on July 31, 1965. The
Significance of this venture in Ghana' s development was underscored

by the extensive coverage of the occasion given by the Ghanaian

Pre 88. "Television Comes to Ghana, " "TV Must Help Educate the
People, " "It Must Be African, " "Ghana TV Ushers Us Into New Era:
sceptics Proved Wrong, " "TV Will Educate, Inform and Entertain"-

Were among the bombastic newspaper headlines across the nation.

From the newspaper headlines mentioned above, one could

dls<=ern the aspirations, dreams and visions of a nation in transition.

It was by no means coincidental that the date of the inaugura -
tion was the 30th anniversary of the introduction of sound broadcast-

ing- in Ghana. The ceremony of July 31, 1965, therefore, was, in

essence, of double significance because radio had left an impressive

rec-‘-'=>rd in Ghana, a fact which perhaps convinced people to expect an

9v . . . . .
en more impressive record from teleViSion in the years ahead.

79

plans a:
were del.
earlier -

in Ghana

 

 

televisio
Kennedy-
scheme
i\
x
diSCussir
Ghana, .
WesIErn
“term :
ViSit. T

them to

general]
in 1950
to advis
Ghana.

Just 1an

 

80

If the occasion for television inauguration was pomp, the
plans and preparations to introduce the new medium were not; they
were deliberately slow and painstaking. It all began six years
earlier-~on November 6, 1959 --whenrtwo Canadia’n experts arrived
in Ghana to investigate the feasibility and potentialities of introducing
television in Ghana. The experts--Messrs. R. D. Cahoon and S. R.
Kennedy- -had been invited by the Government of Ghana under the
scheme of technical cooperation between the two countries.

mThe Canadians spent five weeks visiting the country and
discussing their opinions with representatives of the Government of
Ghana. To bolster their opinions, they visited the facilities of the
Western Nigeria Television at Ibadan and Abafon. The Western
Nigeria system had just started operation barely a week before the
Visit. This opportunity was very helpful to the visitors, as it enabled
them to make comparisons with their ideas about the study in Ghana.
4) Following the experts' recommendations, which were
generally favorable, the Government of Ghana published a statement
in 1 960 accepting their findings. 1
It may be observed that the role of the Canadians was not
to advise on whether television should or should not be introduced in
Ghana. The decision had already been made and the experts were

Just invited to advise on the best way to implement the decision. To

\

1 See Appendix D.

amplify

 

prmczpe

It w
con.
56!“.
ser'.
of at
be ::I

Plans We

Among e}

 

 

 

 

abranch

SYStern a

SpelelCE

equipm e

81

amplify this position, the Government in its statement accepting the

principal conclusions of the Recommendations observed in part:

It will be noted that the authors of the Report were not asked to
comment on the desirability of the introduction of a television

service in Ghana, since it had already been decided that such a
service Ought to be introduced. The report therefore consists
of anexamination of the way in which such a service may best

be inaugurated.

Following government acceptance of the recommendations,

plans were drawn in 1960 to establish a television service in Ghana.

Among the plans was the idea that the television service would become

a branch of the Ghana Broadcasting Service, whichwas only a sound

8Ji'stem at the time.

In 1960, plans and specifications for the television service

were prepared by the broadcasting service, which opened the

sPecification for bids. Eventually, Messrs. Marconi Co. Ltd. of

Lol'ldon was offered the contract in July, 1963, to build and install

equipment for the service.

One unique aspect of the plans and preparations was that,
unlike many a new television service in the world, Ghana Television

StaJt‘ted its operations with a predominantly trained Ghanaian staff.

\
2Ghana, Government Statement on a Television Service by

Me\88rs. R. D. Cahoon and S. R. Kennedy of the Canadian Broad-
Ca , f
at Corporation (Accra: The Government Printer, 1960).

w

 

 

 

 

 

and C. \i

invited bj‘l
tance Ag :
to of a I

Ghana in

“Nb wag

 

it
half mom-
technicia
c(’millete

FOOmS’ I

iEChniCa
and a S C

which p

82

To help train the Ghanaian staff, Messrs. Frank Goodship
and C. W.. Harvison of the Canadian Broadcasting Corporation were
invited by the Ghana Government, again under the Technical Assis -
tance Agreement between the two countries, to assist in the setting
up of a Television Training School. The two Canadians arrived in
Ghana in late 1961 and helped construct and equip the new school,
which was near the main studios. The school was officially opened
on January 28, 1963.

flOn the very day that the school was opened, a four -and -a-
half month training course began for ten producer ~trainees, fourteen
technicians, a film manager and a designer. The school, which was a
complete operational television center, was equipped with: two class-
rooms, a two -camera studio and control room, film facilities, a
technical equipment room, a mechanical workshop, a design studio
and a scenery construction shop. In addition, there was a transmitter ,
which provided television coverage for the whole of Accra.

After the initial local training, twenty -four of the students--
twelve producers and twelve technicians --were sent to Canada where
they received intensive training in various aspects of television pro-
duction and maintenance at the Ryerson Institute of Technology,
Toronto. From Toronto, the trainees were sent on attachments to

the various CBC stations across Canada from Halifax to Vancouver.

During :

 

but as i:
fully par

feamreo

one PECE

Vision S

(‘5

 

 

 

Officers .
Ol’er fifrj
men, fill
in additit
I‘eCe'iVed
Orgama
for Educ
my; Ti

and Eas-

 

83

During this period, the trainees did not act as mere observers
but as if they were actual employees of the Canadian stations. They

fully participated in the production and direction of regularly

featured programs for the Canadian audience.

While the-first group of trainees was in Canada, a second
one received the basic rudiments of their trade at the Ghana Tele-
visionSchool, which meanwhile had received four more Canadian
'officers to assist in the training program. By July -August, 1968,
over fifty Ghanaian television personnel, including designers, camera-
men, film editors and others, had received further training in Canada.
In addition to Canada, several members of the production staff
received further training at other reputable overseas television
organizations such as: the British Broadcasting Corporation; Center
for Educational Television Overseas (CETO), London; R.A. 1. (Rome),

Italy; The Thomson Foundation in Glasgow; Tokyo (Radio NHK); Wést

and East Germany.

Structure

Ghana Television is a division of the Ghana Broadcasting
_ Cor 1301‘vf=1tion, whichhas been a fully independent public corporation
8 .
lnce March 1, 1968. The present corporation received its new

8
- tatusWander a re -incorporation decree (N. L. C. D- 225) issued by

 

 

"1 (T)

H r—f (I)

 

84

the National Liberation Council which ruled the country from 1966 -

1969.

Before then, the corporation, which was promulgated in 1965

by (L.I. 472), was, in essence, a "Civil Service" corporation under

the control of the government of the dayyé’l‘he differences between

the two instruments of incorporation - - 1 965 and 1968 - - were outlined

by the former Director -General of the corporation-~Mr. W. F.

Coleman:

1.

Unlike L. I. 472, the Corporation under NLCD 226 is neither
subject to the directions of the Commissioner (Minister)

nor the special powers of a President except under a declared
emergency when the Government may take it over or give
directions through the Commissioner (Minister).

\

I

There is a ten -member Board which is responsible for the
broad direction of the affairs of the Corporation, whilst the
Director -General as the Chief Executive is responsible to
the Board for the day -to -day administration of the Corpora-
tion.

Staff recruitment, promotions and dismissals are entirely
the responsibility of the Board which has powers to make
by -laws and other instruments.

The Board itself is appointed by the Government on the
recommendation of the Commissioner for Information and
must be politically neutral. Its members are not to asso-
ciate publicly with or hold office in political parties.

In financial matters, however, the Corporation is not
entirely free of Government control: it depends on Govern-
ment for annual subvention and therefore its books must be
subject to the scrutiny of the Auditor —General who is obliged
to report on the financial administration of the Corporation
to the Government.

 

an indep
mnbteik
a\ltorlom

10W mg d

Char
POadca
CDFPOI‘;

85

6. The obligations of the Corporation are: (a) To provide, as
a public service, independent and impartial broadcasting
services for general reception in Ghana; and

(b) To collaborate with such departments of State as may
be appropriate to provide an international radio service.

7. The Corporation may also engage in commercial broad-
casting through the sale of paid advertisement schedules
at prescribed spots.

8. Unlike L. I. 472, NLCD 226 is not an instrument under the
Statutory Corporations Act 1964 (Act 232). 3

. .While Ghana Broadcasting Corporation may be described as
an independent public corporation, it still falls under the general
umbrella of the Ministry of Information which has a number of

autonomous and semi -autonomous departments under it, as the fol-

lowing diagram shows:

MINISTRY OF INFORMATION

Ghana Ghana Graphic Ghana
Broad casting Film Corporation News Agency
Corporation Industry and
Corporation New Times
Ltd.

The Ghana Broadcasting Corporation may be further broken

down into the following broad divisions:

 

3"Seminar on GBC' s Autonomy and How to Increase Earn-
ings (Part 2), " The Broadcaster (Accra, Ghana), IV, No. 1 (January-
March, 1969).

 

 

GBC it"
Kati
Se:
Corr
Se
Exte

too is 1

0f hlfor:

tors Wh
minder;
as was
notaSS
The Di;
is reg;
today
€e~

“SEnQ,

\Sth

86

GHANA BROADCASTING CORPORATION
(Director - General)

./.// \\\

GBC -TV GBC Radio Adminis - News & Engineering Accounts
National tration Current
Service (GBC—1 & -3) Affairs
Commercial (Radio -TV )

Service (GBC -2)
External Service

It may be observed, therefore, that even though the Corpora-
tion is independent, its broad policies are formulated by the Ministry
of Information.

Internally, the Corporation is governed by a Board of Direc-
tors whose membership is drawn from the public upon the recom-
mendation of the Minister of Information. Members of the Board,
as was mentioned earlier, are supposed to be politically neutral--
not associating publicly with or holding offices in political parties.
The Director-General of the Corporation is the Chief Executive, who
is responsible directly to the Board of Directors as far as the day-
to -day administration of the Corporation goes. The Board, in
essence, formulates the broad policies as they are handed down
from the Ministry of Information. The Corporation, in turn, trans-
lates the policies through its programming output.

A Under the office of the Director ~General fall the offices of

the Administrative Staff headed by the Principal Administrative

 

061%.}
Engine
Televi-
headed

Section

 

divisioi
The En
under t

PFObler

forthe r
hHowi
Rural]
Outside

descrii

87

Officer, the Engineering Department headed by the Director of
Engineering, the Television Division headed by the Director of
Television, the Sound Section (GBC-1, -2, -3 and External Service)
headed by the Director of Sound Broadcasting, and the Accounts
Section headed by the Chief Accountant.

The Television section of the Corporation has three main
divisions, each with its own head -- Production, Design and Film.
The Engineering Division, headed by the Chief Engineer (TV), is
under the Director of Engineering since its functions are related to
problems dealing with sound broadcasting as well.

Of the three main divisions, the Production section is worth
further analysis because it has broad duties. The section has the
following six subdivisions: Public Affairs, Schools Broadcasts,
Rural Broadcasts, Entertainment, Children' s, and Sports and
Outside Broadcasts. These divisions and their functions are
described in chapter five.

Ghana Television, and indeed Ghana Broadcasting Corpora—
tion, though independent, does have loose relationships or associations
with other government agencies, statutory bodies and public organi-
zations which have the responsibility of serving the Public Interest.
Other than these relationships based on mutual cooperation, Ghana
Television is not obligated to affiliate itself with any agencies or

, ' \
bodies. ‘-

to men
impose
due to
For ins

dC‘Ii'v’e:

 

month
mClUda
mlCrop}

buses.

OpEratn
a"'ailai‘oi

St!“ On.
dtys‘

(Fig‘ire

 

88

Facilities
In discussing facilities of Ghana Television, it is not easy

“to mention the exhaustive list of such facilities. Such a task is
impossible because the number of equipment is constantly changing
due to the breakdown of existing ones or the acquisition of new ones.
For instance, the Frederich -Ebert Foundation of West Germany \

delivered a gift of technical equipment to the Corporation barely a

month after the investigator returned from Ghana. The equipment

included: two film cameras with accessories, a tape recorderwith
microphone and accessories, a film editing table and two Volkswagen

buses.

Through long and careful planning, Ghana Television started

oPerating with some of the finest and modern equipment and facilities

available. The service has four transmitter stations located at

Strategic sites selected after extensive survey of the country

(Figures 4 and 5).

The first station is located at Ajangote, which is situated at
about 18 miles by road from Accra, the capital. The transmitter
8‘eI‘Ves the Greater Accra area, the Eastern and parts of the ‘Volta
Reg ions. The station, which consists of a main building which
l“O‘JSes the transmitter equipment and power house with three

D .
or haan/ English Electric type 4LB Diesel Engines, is on a hilltop

89

 

 

 

 

 

 

 

 

 

 

 

3° 30' 2' 30' n0 30' 0° 30' l'
T T I I I l l l l
l" - ‘1— — 0 Microwave Repeater. II'
Stations
A TV Transmit"
-, ' Station:
I ‘ ~ ‘~ 9’ ’
__ . ’r‘ / , r . Translator ,
w x“ , " Station " 3°
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II L‘.‘ [3 TV Studio.
6"
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'5 “ l-‘ . - v ,0 s‘ \ ~
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. 3 ”‘-'VL‘~ W.
1’ ’ '-"' 0’
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- ' s ' 8 Jamaai I ’l 7
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G U LF 0 F 6 UI N E A
SOURCE: Ghana Radio and Television CorporatlanJOOO
l I i i l 1 1 l L
3. 300 a. so! l. 300 0. 3°! '.

 

 

 

 

 

90
30' I' 30' o- 30- I.

30'

'—

 

FIGURE 5

 

u-L
ne'-

 

 

 

 

0' lo ‘0 IO 0 I0 0 O O
.l 3 II 3 9 3 a m "I w o. no 0
I. a a m _ a a . . 4 _ J a ....
3 mm a .m m w
A A a m; on... mm m ozqsoooe o o
M e e a SP woo r0 Im a
d w M. nm were. Tr... M." now
As my." mw.mwmvm.mm O.»
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30'

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30'

30'

 

 

h. er

30'-

 

i“

 

 

wit~51

operav

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30 mile;
W1th sir
operate:

"highe

91

with steep sides-~about 1, 015 feet above sea level. The transmitter
operates on channel 4 and has power ratings of 4KW (video) 1KW
(sound), and e. r. p. of 20 kw.

The second station, located near the town of Kissi (about
119 miles west of Accra), is barely 29 miles from Cape Coast, the
headquarters of the Central Region. The site is only 300 feet above
sea level. The transmitter here, which operates on channel 2 and
has the same power specifications as the one at Ajangote, serves the
Central Region and parts of the Western Region.

The third transmitting station is set up at J amasi, about
30 miles from Kumasi. It serves Ashanti and parts of Brong -Ahafo.
With similar specifications as the other two, this transmitter, which
operates on channel 3, is located on a site 1, 938 feet above sea level
--higher than the one at Ajangote.

Finally, there is a station at Tamale, capital of the Northern
Region. The transmitter operates on channel 5 and is smaller than
the other three. The station is equipped with a 500 w. video and
10 w. sound transmitter, two vidicon telecine channels and two R. C. A.

video tape recorders, type TR3.

/

The stations at Ajangote, Kissi and Jamasi are linked to the

studios center in Accra by microwave link systems rented from the

\

Posts and Telecommunications Department.

 

Knitting
ntGiiZ r

tions it

92

From Accra, there is one direct link to Ajangote. From
Accra to Jamasi, there are repeater stations at Ajangote, Koforidua,
Mpraeso, Kumasi and then to Jamasi. From Accra to Kissi, there
are repeater stations at Sivedru, Cape Coast and then to Kissi.

Also, the Corporation has a spare link capable of trans-
mitting television signals. This link, whose frequency is within the
7GHZ range, is usedin emergency by the Ajangote and Jamasi sta-
tions when the Posts and Telecommunications link breaks down.

Unlike the other three, the station at Tamale has no micro-
wave linkage with the studios center. Instead, the center depends
on films and taperecorded programs flown from Accra. It was
estimated that it would be cheaper to use this system. than microwave
due to the small size of the transmitter. It is estimated that,
altogether, the four transmitters cover more than 50 percent of the
physical area of Ghana and can reach about 60 percent of the popula-
tion.

Coverage of the transmitters is classified under three
grades-—Grade A, Grade B and Fringe. Grade A includes an area
where the field strength is over 68dB /uV/m or 2. 5 mV lm. Grade B
covers an area with field strength between 47 and 68dB/uV /m or
0. 225 to 2.5 mV/m. The fringe area covers all places where the

field strength is between 40 and 47dB/uV/m or O. l to 0. 225 mV/m.

93

In the case of the transmitter at Ajangote, for instance, the
Grade A area extends to a radius of about 13 miles; Grade B to
30 miles and the Fringe 79 miles from Ajangote. It was found out
that with a 4-element Yagi antenna, the picture received on sets in
most of the Fringe area was good.

The transmitter at Tamale, being small in power, has a
small coverage area of about 30 miles radius.

The Kissi transmitter also has a small coverage area. This,
however, is due to its proximity to the sea, the low level of the site
(only 300 feet above sea level), and the bad terrain.

On the other hand, the transmitter at Jamasi, like the one
at Ajangote, has a wide coverage area. With the exception of very
few areas, the J amasi transmitter covers the whole of Ashanti
Region and some parts of Brong -Ahafo and Western Regions.

In addition to the four main transmitters, there is a relay
station- translator located at H0 in the Volta Region. This trans -
later, which has 3W power and covers a 10 mile radius, receives
weak signals on the channel 4 frequencies, amplifies them and trans-
mits them on the channel 5 frequencies.

At a glance, the specifications of the transmitters are as

follows :

atrial...

(K

94

 

 

 

Channel
Power and Frequency
Station Carrier Frequencies Channel Range
Ajangote Vision: 5kW (62.25 Mc/s)
. Sound: , 1kW (67. 75 Mc/S 4 61’“ Mc/S
‘ Kissi Vision: 5kW (48. 25 Mc/s)
Sound: 1kW (53. 75 Mc/s) 2 47 -54 MC/S
Jamasi Vision: 5kW (55. 25 Mc/s)
Sound: 1kW (60. 75 Mc/S) 3 54-61 MC/S
Tamale Vision: 500W (175. 25 MC/S)
Sound: 100W (180. 75 Mc/S) 5 174-181 MC/S
Translator
Ho Vision: (175.25 Mc/S) 5 174-131 MC/S4

Sound: (180. 75 Mc/S)

At present, Ghana Television has two main studios, each
with the dimensions of 50' X 40' X 40', and a smaller one--
"Presentation Studio"--which is 20' X 14' X 14' , all located at
Broadcasting House in Accra. All television programs originate
from the studios here, and are carried by microwave links to the
transmitter stations, except the one at Tamale (discussed earlier).
Each of the main studios is equipped with three Marconi MKlV
cameras-~Image Orthicon-—(for video only). Each camera comes

.—

with a set of lenses rangingfrom f/2 to f/5. 6 or 2" to 22". There

 

4Ghana Broadcasting Corporation, "Television Field
‘ Strength, " Accra, February 6, 1965.

95

are also Vacotal III and V (Taylor, Taylor Hobson) lenses for any
camera when needed.

Attached to each studio is the vision control room, which
contains the control desk. On the control desk is mounted the con-
trol panel of a vision mixerwhich can handle seven inputs and four
outputs. The control panel has facilities for "cutting, " "mixing, "
"fading" ("in" and "out") and for "previewing. " Operating in con-
junction with the panel switch are a mixer unit and a vision matrix,
both of which are located in the master control room. Available also
are talkback facilities, to studio directors, cameramen, and to the
other rooms involved directly with production, such as master con-
trol and video tape recording rooms. A picture and waveform monitor
with a panel containing remote controls of lift , gain, iris, and caping
for the three cameras is mounted on the vision control desk.

In front of this desk there is a row of six l4-inch Conrac
monitors with the following designation lights: Camera 1, Camera 2,
Camera 3, Telecine 1, Telecine 2, and Preview.

Facilities for studio audio include several microphone types
--booms, floor stands, table stands, giraffes and lavaliere or
lapel; one loudspeakermounted on the studio wall, and two others
on wheels. The loudspeakers are fed with signals from tape recorders,

disc recorders and others. There is an audio control room which

96

has a sound console'with a twelve -channel system.—.-stwo four-channel
extension units and a basic four -channel console for cuing, fading,

loudspeaker muting and so forth.

Lighting for each studio is furnished through a number of

lamps ranging from 500 watts to 2 kw. The lighting facilities con-

sist of three rows of two -inch steel scaffold tubes, each of which is

eight feet in length. Each row has eleven tubes which are suspended

through the ceiling at both ends with metal ropes. Running alongside

One wall are ropes connecting each tube to a pulley system through

Which each tube can be pulled up and down to any desired height.

The smaller studio--Presentation or Continuity Studio--
is equipped with a Phillips transistorized EL8010H -Q vidicon camera.
It is from this studio that newscasts are generally presented. The
de cision to install a vidicon camera instead of an MKlV image
0”Tillman, as originally planned for this studio, was based on the con-
side ration that there would be hardly any "on -air" camera panning
or tilting which could cause "smearing" effects. It was felt that the

10 I‘e flexible image orthicon camera could be used in one of the

1za‘r‘g‘er studios.
Because of the small size of the studio, both the vision and

a
“Q 10 control desks are located in one room, the studio being sepa-

:-
ated by a wall with a double glass window. The vision control desk

97

is similar to those in the larger studios except that the larger ones

do incorporate a picture and waveform monitor-while the smaller

studio does not. There is a 21 -inch transmission monitor in front

of the vision control desk. Below this there is a row of eight picture
monitors for Camera, Telecine I, Telecine 11, Studio 1, Studio II,

Caption, Preview and Outside Broadcasts.

At present, the television studios have three telecine vidicon

camera channels, each having a vidicon camera Marconi -type 6268
With 21" lens, camera control unit, power supply unit, a multiplexer

and a dual automatic slide projector Marconi -type ED 894, each

magazine capable of holding thirty slides. The film projector has

botll magnetic and optical sound heads. An integral control panel
cE3'-J:‘z~ies volume control as well as bass and treble lift and cut controls.
In the same room where the telecine equipment is located
the be is a caption and clock scanner for scanning 13" X 12" caption
Cards or a clock. The scanning device is composed of an industrial
Vid icon camera channel. Even illumination of the cards and clock

18 provided by a tabular lighting attachment which carries four 100 -

watt photo -flood lamps.

The master control room, the focal point of all program
f
eetis entering or leaving the studio building as well as the trans-
IIli‘tter network, houses most of the equipment used in the process.

These include: the dual transistorized synchronizing pulse

 

98

generator, the camera control units, power‘supply units and camera
control panels of all cameras, vision switcher matrices and com -
munication units for all the studios, line clamp amplifiers for

transmission for each studio, and for Outside Broadcasts, all test

waveform equipment and video distribution amplifiers.

On the master control console, there are .two switches--

vision and sound. One is for transmission while the other is used

for previewing. Each switcher is capable of taking sixteen video and

audio inputs. For transmission, there is a 14" picture and waveform

monitor Marconi type BD873. A second monitor is used for the off-

air reception of a receiver. The console also holds the remote con-

tr(>1 panel for the transmission and link line clamp amplifiers and

for gen -locking signals from video tape machines.

The test waveform equipment in the master control room

Comprises:

Sine 2 pulse and bar generator
Grey scale generator
Telechrome multibust generator
Grating and dot generator

Black/ white generator
Variable frequency audio oscillator (Hewlett Packard)

HHHHHHH

Noise and distortion analyser (Hewlett Packard)5

\
S 5J. S. Taylor, "Ghana Broadcasting Corporation Television
It‘ld io Center Operation, " Accra, Ghana Broadcasting Corporation,

968. (Mimeographed.)

99

In addition, master control room has an intercom system
that connects it with every source of program and, also, a Magneto-
telephone system which links the sources and master control room.

Video tape recording equipment at the studio consists of
two Ampex video tape recorder/reproducers type VRlOOOC, one
VB] 100, and a VRl 100E recorder housed in an air -conditioned

Volkswagen bus which is used mainly to record on ~site programs

during outside broadcasts.

The outside broadcast facilities include four television
CamerasnMKIV channels- -a synchronizing pulse generator, audio
and video mixers, picture and waveform monitors, communication.
equipment, a disc reproducer, audio tape recorder, air conditioning
equipment and a Dale diesel electric 24KVA mobile generator. The

eflu ipment fits adequately on the chassis of a standard seven -ton

tru ck with a trailer.

Microwave link equipment for outside broadcasts include
two Pye Link equipment type PTCMIOOOA and one C. S. F. link type
TM 1 12B. Both types do provide simultaneous transmission of mono-
chrome vision and audio signals. The two Pye transmitter equipment
are housed together with two video monitors, two waveform monitors
and two audio monitors with amplifiers in a Volkswagen bus. Nor-

I'Ila~11y, outside broadcasts which involve microwave links originate

Vwithin a twenty -mile radius from the television center.

100

Design of the television center called for air conditioning.

This is provided through a central system which serves the entire

The system employs a general air conditioning plant, two

center.
In addition,

compressors used for standby and during peak load.
provision is made for humidity control for the television equipment.

For the smooth operation of all the facilities discussed so

far, the Engineering Division of the Broadcasting Corporation

deserves a lot of credit. Luckily, more than half of the nearly

3, 000 employees of the Corporation are in the Engineering Division.
EVen so, the division, which runs a six -month full -tirne residential

C011 rse twice a year for the training of technicians, can hardly keep

up ‘vvith the high demand for well -trained technicians.

The division is divided into three departments, each headed
by a Chief Engineer. The departments are: Transmitters/Links/
IVIOItiitoring; Sound Studios/Recording/Outside Broadcasts; and Tele-

vis ion Studios[Recording/Outside Broadcasts.
Staff and Personnel

Operating television service is a formidable task. Anyone
who has visited a television studio during program production time
can testify to the heavy responsibilities involved. Depending on the

16" e1 of sophistication, a television program may demand either a

101

While a few roles in

handful of people or a crew of several'dozén.
/

the production field can be rotated--one man actingas Script
Assistant (Producer' 3 Assistant) at one time and as Floor Manager
at another time -—many of the roles are specialized and demand
months or maybe years of preparation and training. Ghana Tele-
vision was faced with this kind of demand at its inception. The new
medium called for script writers, graphic and costume designers,
film editors, cameramen, lighting specialists, audio and video
specialists, producers, directors and several technicians.

It was pointed out earlier that several Ghanaians trained

and worked with reputable television schools and centers around the

World before television was inaugurated in the country. The trainees

Were selected from various backgrounds. A few were taken from the

Sound broadcasting division of the Corporation, some were former
college tutors, others had been film producers, technicians, and
0‘11 ers’ from different walks of life. It was these men and women who
be 1“armed after their training to take charge of Ghana Television.
The initial plan was to train enough Ghanaians abroad, bring them
ha CL: and let them help train new and more Ghanaians for the tele -

v ‘ -
18 Icon service. This was the underlying philosophy for establishing

t
he Television Production Training School.

The training school, which had functioned since the begin-

g of 1963, came to a complete stop by the middle of 1965 due to a

102

number of problems. However, it started to function again in early
1968.

At the time that the researcher visited the facilities of
Ghana Television, the school had as its full -time staff: a director,
an adviser‘from the BBC (London) and a secretary. However, these
were assisted by the top cadre of producers, directors and other
specialists employed at the Corporation.

The training offered at the school is rather flexible because
the subjects taught depend on the needs of the various sections of the
television service. Normally, all new employees of the television
division of the Corporation are required to take a fundamental and

basic training course in television and film production techniques
Which include camera work, lighting, audio, set designing and so
fOrth. The training usually lasts from three to six months.

In addition to training new employees, the school gives

1" Efresher courses and specialist training --floor management, pro-
gram direction and so forth to those already employed.

The specialist training program is determined by the needs
of the various sections. Such needs are decided upon at meetings of
the director of the school and the heads of the various sections.
From time to time, the director of the school takes the initiative by

going to the production studios to look for weaknesses in the crew.

\\\\\\

Eh;

103

Some of the weaknesses are considered in subsequent training
programs.

The basic qualification for new employees at the television
service is the Secondary School Certificate or GCE "O” Level. This
does not apply to carpenters, stage hands, clerks, typists and
secretaries who normally receive training in commercial subjects
prior-to being employed. Many of the employees in television are
either college graduates or have acquired enough training that puts
them at the level of college graduates.

At present, there is a separate training school for radio
and television technicians, so such specialists are not trained at the
Television Production Training School.

Another source of training Ghanaians for the various posi-
tions in television continues to be Overseas television centers. Quite
often, because of the joint agreement for technical assistance between
Ghana and many technologically advanced countries, offers are
received to send more Ghanaians abroad for~ further training in tele-
vision related areas. Generally, the preparation at the Television
Production Training School is very effective in getting people ready
for the advanced training.

The need to acquire more and better trained Ghanaians for

the expanding needs of television and radio has prompted the

104

iroadcasting Corporation to draw plans for a more elaborate
alevision training school. The present one, which is now housed

71 two wooden frame structures, is certainly inadequate for meeting
1e demand.

The new building, when constructed, would house both radio
nd television facilities to train engineers, production staff and
thers. It is hoped that the new school would not cater to Ghanaians
nly but to trainees from other African. countries as well. It is felt
lat many trainees from other African countries without a training
chool find. it difficult to keep up with the advancedlevel of training
1 the famed television centers elsewhere in the world. Hopefully,
ie new school in Ghana can serve as a place to acquire both basic
nd advanced training in television techniques for trainees from such

ountries .

Receiving Sets

 

One of the lofty objectives of the Ghana Government while
tanning to introduce television in the country was to make the medium
:cessible £0 a majority of the Ghanaian citizenry. A publication of
Le Broadcasting Corporation described the objective as:

Since the paramount objects of the GBC Television Service is to
educate~ in the broadcast [sic] sense, a scheme was included in

the planning of the service to ensure that television programmes
were available during the early stages of the Service' s life not

105

only to the elite who could afford to purchase receivers but to all
Ghanaians living within the coverage areas.

Consequently, the Corporation opened over one hundred and forty
television viewing centers in various parts of the country with
GBC providing the receivers and maintenance work. The centers
were mainly institutions, community centers, chiefs' palaces,
police and army barracks, hospitals, etc. The centers were 6
opened to the general public and had wardens trained by GBC.

The influential Daily Graphic expressed the ambition even

 

more graphically when it said:

Ghana' 8 own 3, 350, 000 Cedis television system will be officially
opened today.

Three hundred sets will be installed at public places throughout
the country today andit is expected that by the end of the year,
there would be 1200 sets throughout the country.

Public places at which TV sets will be installed include Young
Pioneer Centers, Institute of Art and Culture, public canteens,

as well as barracks and army mess halls.

There will also be TV sets at Workers Brigade camps, military
camps, universities, the Afienya Gliding School and hotels.

It is uncertain as to the actual number of television sets that
were installed free in institutions, community centers and so forth»

While the Daily Graphic account claimed that three hundred sets were

 

going to be installed at such public places on the day of inauguration,

The Broadcaster, an official publication of the GBC, three years

 

 

6"GBC Television Service Is Three Years Old, " The Broad-

caster (Accra), III, No. 4 (July-August, 1968).

 

7"Television Comes to Ghana, " Daily Graphic (Accra),
July 31, 1965.

 

106

later put the figure at one hundred and forty. Perhaps the discrepancy
between the two figures may be attributed to the fact that when a new
government came into power (the National Liberation Council), strict
austerity measures were put into effect to reduce government expen-
diture and thereby save the country from total economic collapse.

Part of the austerity program was to request that all institutions and
individuals who were issued free television sets under the previous
regime return or pay for them if they wished to keep them. Some
institutions that could not afford the high cost of the sets returned

them. Unfortunately, the explanation does not clarify the discrepancy.

 

The Broadcastervwas reporting what supposedly happened while the

Daily Graphic stated what was going to happen. Obviously, both

 

-ffi

reports cannot be correct.

Whatever the case may be, the fact remains that today tele-
vision is still far above the reach of most Ghanaians. Despite the
fact that the government attempted to lower the cost of television
‘sets by introducing two television assemplying companies in Ghana
--Ghana Sanyo Corporation and the State Electronic Products Cor—

poration--television sets are still very expensive in Ghana. A new

13 -inch set costs over N¢275 or over $270. 8 One can appreciate the

 

8This is for black and white receiving sets. Ghana does not
have color television-yet.

107

gravity of this problem when one remembers that the per capita
income of Ghana is barely NCZ‘280 or $274. 40.

Altogether, there were about 16, 000 television sets in
Ghana as of the first of September, 1970. The distribution of the

sets was as follows:

No. of TV sets in private homes 15, 258

No. of TV sets in community centers 340

No. of TV sets in schools 200
9

Total 15, 798

The figures could be higher, but it is difficult to account
for all television sets in the country. The problem is caused by the
fact that there is an annual license fee of N¢10 ($9. 50) on each tele-
vision set, and some people try to avoid paying the fee by failing to
register their sets.

To arrest this problem, the government has authorized all
the registered television sales companies to collect the license fee
when a new set is purchased. There are also TV inspection person-
nel who are empowered to visit homes and inspect the’licenses.

Defaulters are liable to be prosecuted.

 

9From the Office of Listener Research, Ghana Broadcast-
ing Corporation, Accra, August 31, 1970.

108

If one accepts the figure of about 16, 000 sets and the
population of Ghana as eight million, then it means that for every
500 Ghanaians, there is one television set. This is a vast improve-
ment over the UNESCO figures for developing nations which showed
the ratio to be negligible. 10

The Ghana Commercial Television Rate Card claimed in
1968 that about 35 percent of Ghanaian adults (15 years and over)
watched television at least occasionally. The figure may even be
modest if one considers the extended family system in Ghana.
Because of this system, it is not unusual to see distant relatives
and friends flock to watch television at an owner' s house. One such
owner summarized the experience as follows:

"You know, ever since I got television in this house, we have
lost our privacy. Every evening relatives, friends and people
I barely know come and ask if they can watch TV.

"My living room is always crowded--the children, friends,
relatives. Some stand on the verandah and watch through the
window. The funny thing is that most of these people--
including the children—-will watch everything from the time
that I turn on the TV around 6 o' clock till it closes down at
9:30 p. m.

"I think because of TV these kids hurry through their evening
chores so they can watch it. I try to tell those who go to school
to do their homework first. Sometimes Ihave to shut off the

bloody thing and drive them away. But you know, I do not like
to do that because I like the thing myself.

 

fi—

10Schramm, Mass Media and National Development, pp. 275-

 

282.

109
"It is strange how some of these peoplewho do not speak
English still watch everything. I think they just love it. "

Multiply the above experience by ten, and soon all of Ghana
would be watching television within a few years”.

Every school is responsible for purchasing and maintaining
its own television set. 12 The .Corporation, however, is always will-
ing to offer expert advice through its technicians and other personnel
to those who need help in installing, maintaining or running their sets
with optimum efficiency. For maintenance, the owners of television
sets have to make their own arrangements. Usually, the sets can

be serviced by the sources from which they were purchased or by a

number of private television workshops scattered across the country.

Financing the System

 

Financially, getting Ghana Television ready to function was
no easy task. It cost the nation an estimated 3, 350, 000 cedis --
about $3, 363, 400 -- to set the system in motion. The cost reflected
expenses for the television studio equipment, television receivers,

transmitters and others. Here is a breakdown of some of the

expenses in pounds (£):

 

1Personal interview with a young man outside the city of
Accra, August 28, 1970.

Occasionally, private companies, organizations or indi-
viduals donate television sets to institutions in Ghana.

110

One Pound Sterling = $2. 8013
TV Studio Equipment 53 354, 22)::
TV Receivers f. 32, 500
TV TX Equipment f. 297, 500

Building work for Accra studio complex .6 257, 000

Building work for TV transmitter stations

at Ajangote, Jamasi, and Kissi £ 60’ 000

TOTAL £ 1,001,22314

It may be noted that the above breakdown does not include
expenses for the transmitter station at Tamale, the recently installed
"translator" at Ho and expenses for personnel and staff training.

Such information'was not available to the investigator at the time of
his visit. The entire financial responsibility for the system was
borne by the Government of Ghana.

Setting up a television system is one thing; operating it is
another. Presently, there are four main sources of income for
Ghana television: Government subsidy, license fees from television
dealers, license fees on all television sets owned in the country, and

revenue from television commercials.

 

13Note: This was before the British Sterling was devalued
and also before Ghana adopted the decimal system.

14From the office of the Senior Engineer, Ghana Broad-
casting Corporation, 1970.

111

Government subsidy comes in the form of annual subvention
to the Ghana Broadcasting Corporation.

Each dealer in television sets (sales) in Ghana is required
to obtain a license to operate each year. The fee for such a license
is N¢5. 00 andtis paid to a licensing authority established according
to government regulations.

The owner of each television set in Ghana is required to
register it and pay an annual license fee of N¢10. 00. The license
fee must be paid to the dealer at the time of purchase (in the case of
new sets) and subsequently to the Licensing Authority, which has
branch offices throughout the main cities in Ghana. Whether a tele-
vision owner pays the full amount for the license fee depends on the
time of year the set is purchased. The following price schedule

applies at the moment:

A set purchased January 1 LMarch 31 NQlO. 00
A set purchased April 1 -June 30 NC! 9. 00
A set purchased July 1 -September 30 NCZ‘ 6. 0015
A set purchased October 1 -December 31 N¢ 3.00

Ghana Television was conceived and born as a non -commercial
venture. The government had decided at its inception that Ghana

Television would and should stay non -commercial.

 

15"TV License. " Daily Graphic, July 21, 1970.

 

112

After the change of government in 1966, the ruling National
Liberation Council decided to revamp the national economy. One of
its austerity measures was to authorize Ghana Broadcasting Corpora-
tion to go commercial. On February 1, 1967, Ghana Television
began featuring commercials.

The volume of commercial sales was slow at the beginning,

but it is increasing steadily as the table below indicates:

 

Year
1967 1968 1969
Revenue f.”°m ch 562.18 NQ55, 415. 51 NC 71, 939. 54
commerc1als
Revenue from
license fees 62, 167. 96 56, 269. 98 86, 529.00

on sets

Revenue from
dealers' 285.00 395.00 595. 00

license fees

Annual Emcpenditure16 Not Available Not Available NQ‘677, 375. 441'7

Effective January 1, 1969, rates for television commercials

are as follows:

 

16This includes salaries to employees, etc.

17From the office of the Accountant, Ghana Broadcasting

Corporation, 1 970.

113

 

 

Monday- Saturday . Sunday
60 seconds NCZZO. 00 60 seconds N¢22. 50
45 seconds 16.00 45 seconds 18.00
30 seconds 14.00 30 seconds 16.00
15 seconds 6. 00 15 seconds 10. 0018
7 seconds 7.00

Commercials are generally produced live, acceptedon 16mm
films-(positive only) or in the form of slides with voice over (live or
recorded on disc or tape). The Corporation does provide facilities

for-the production of filmed commercials (extra charge).

Government Rationale

 

As may be noted from the above figures, revenue derived
’ from sources other than government subvention is minimal compared
with the expenditure involved in operating the service (1969 expendi-
tur‘e). Considering the amount of money involved in the initial capital
irIVestment and subsequent subvention, the logical question to ask is
Why did Ghana invest so much money and why does it continue to
Spend so much on television at this stage in its development?
There is ample evidence to suggest that at the time Ghana
decided to introduce television (1959), the country could afford it

(BEe Economy--Chapter 3). More important, contrary to what many

\
18Ghana Broadcasting Corporation, Commercial Television
{Vicious No. 3, 1969.

 

 

114

critics viewed as a prestigeous pr'oject, Ghana"regarded-"television
as a long -term investment-man instrument, of: national development. \

_._-———.

This view is supported by government position papers and statements
on the subject.

To the question "Why did Ghana introduce television?" three
key phrases-- "to educate, " "to inform" and "to entertain"--seem to
emerge as the answer.

While these phrases have not been strictly defined, the
investigator, after reading and analyzing several government posi-
tion papers, feels that the three phrases invariably point to the first
one--"education. " Education becomes the key word. A further
analysis of the word shows that education as used in the government

rationale refers to both formal education (classroom instruction) and
mass education (the cultural, political, economic and psychological
transformation of a people). This observation is sustained by,
anTlong other things, a statement made by the former president of
Ghana--Dr. Nkrumah -,_-_, during the inauguration of Ghana Television:
"We have deliberately postponed the opening of Ghana' s Tele-
vision until we could be absolutely sure that we were ready to
provide a service in accord with our national aspirations, and
in conformitywith our socialist objectives. When I addressed
Parliament in October, 1963, I stated then the basic purposes

behind Ghana's Television. This is what I said:

"' Ghana! sleleyision will be used to supplement our educa -
tionslmrogramme and foster a lively interest in the world

115

around us. It will not cater for cheap entertainment nor
commercialism. Its paramount object will be education in the
broadest and purest sense. Television must assist in the social-
ist transformation of Ghana. ' "19

On the question of using, television for education in the
formal sense, the government had at least three major reasons for
introducing the medium.

First, a year or two after Ghana gained political indepen-
dence, Nkrumah' s government embarked upon a seven -year develop-
ment plan for Ghana. Included in the plan was the Accelerated Devel-
opment Plan under which several educational institutions were built
or set up throughout the country. Coupled with the latter aspect of the
plan was the introduction of compulsory fee —free education for Ghanaian
students. The result was perhaps more demanding than the government

eXpected or could handle. Available facilities --accommodations,
teachers, textbooks and equipment-- could not match the demand. The
goverment responded by introducing the double shift system through
which one shift of pupils would use classroom facilities in the morn-
ing while a second used the same facilities in the afternoon.

Unlike classrooms and other facilities, the same teachers

Could not work overtime in double shifts.

\

19Kwame Nkrumah, Inauguration of Ghana Television
Emma: Speech by Osagefo Dr. Kwame Nkrumah, President of
th{Republic of Ghana, at the Ceremony of Inauguration, July 31,
1965 (Accra -Tema: Tl; State Publishing Corchration [Printing
Division], 1965). For the full text of this speech, see Appendix E.

116

Even before the onset of the Accelerated Plan, Ghana was
in dire need of qualified teachers. Over fifty percent of Ghanaian
school teachers were not trained to teach. The use of Pupil Teachers
(thosewwho had only completedMiddle School) was prevalent. The
new plan therefore aggravated the existing problem- It was the
search for solutions to this compounded problem that prompted the
government to. introduce television. A government statement noted:

Television for schools --government considers that one of the
main advantages of the introduction of television will be the
services available for schools of various grades. The televi-
sion services for school will therefore form an integral part of
the television programmes, and consideration is being given to
the best way in which schools may be provided with suitable
receiving sets. It is appreciated that in areas where there is
no electricity, generating sets or vibrators will be required in

addition to the receivers.

The government newspaper - - The Ghanaian: Times - -

 

elaborated:

Schools telecasts, beginning in our morning schedule with an
hour -and —a -half daily, will stress science and technology.
Geography and English as well will be given priority considera -
tion. The hand -in -glove cooperation with the Ministry of Edu-
cation assures programmes which fit the need and suit the
students. 21

\.

0Ghana, Government Statement on a Television Service by
NJEisrs. R. D. Cahoon and S. R. Kennedy of the Canadian Broad-

WCorporation.

21"It' 8 Being Inaugurated Today, " The Ghanaian Times
(Accra), July 31, 1965.

 

 

 

 

117

The government felt that through the medium of television
programs experts and rare resources in many subjects could be
shared by the well -equipped as well as the ill —equipped schools.

Also, therewas a severe lack of audiovisual aids for teach-

ing and learning in Ghanaian schools. Subjects like geography,

geometry, physics and many others dealing with shapes, solid bodies
and sizes could be given better and more comprehensive treatment

with audiovisuals. Since many schools lacked adequate facilities to

utilize audiovisuals in their curriculum, television programs could
provide such aids.

While the government was highly bent on using television to
help solve the problems of classroom instruction, it had even a greater
determination to use television for mass education. One can reason
tht-‘gn that the government was very sure that television could be an -
installment in achieving certain goals set up for the mass of Ghanaians.
Notably, such goals were to transform Ghana into a more unified,
CQliiesive and a vibrant socialist republic which championed the cause
of African unity. Television. could play a vital part of . suchgoals, as

9b served by The Timeszg

Ghana's Television will be Ghanaian, African and Socialist in

content.

The aim is to produce programmes based on the needs and
interests of our people, which lift the level of understanding and

broaden horizons, which spur patriotism and engender pride. ) j

118

Television will revive the art of the peOple of Ghana, bring
scientific laboratories into the classrooms of school children

and heighten the feeling of unity among the groups that make up
our nation.

African, because Africa is a geographical entity with a common
experience of oppression and exploitation.

Ghana' 8 television will be a weapon in the struggle for African
unity. It will be a weapon in Africa' s fight against imperialism,
colonialism and neo -colonialism. It will resurrect forgotten
glories of African history, of African culture.

The concern for unity and the part television could play to
achieve it was further expressed by another government mouthpiece:

The spectacular advent of television in Accra is most likely to
have a far-reaching effect on the people. It is obvious that its
impact will be much greater than that of radio, in that the scope
and content of the subjects which it will handle, will be much
wider and capable of meeting the different tastes and inclinations
of its patrons. Basically, a means of educating and, perhaps
more important, uniting the people, diverse as they are in their
cultural background, the service is second to none. 23~\

Dr. Nkrumah' s avowed philosophy of socialism and Pan-
Africanism was based on the ideological argument that the political
independence of Ghana was meaningless unless it was linked with the
1101211 liberation of the continent of Africa. ' To help achieve this ob-
jective, Nkrumah felt that there was a crucial need for a powerful

Weapon. To him, television and radio were necessary weapons in

\

22Ibid.

 

2
3Ghana Reconstructs, III, No. 4 (Accra: 1963), p. 27.

 

119

the struggle. His feeling was reflected in the inauguration

speech:

tion

"It must reflect and promote the highest national and social
ideals of our ideology and society. In this endeavor, the
Board of the Ghana Broadcasting Corporation, together with
all the executives and staff of the Television Service, are
charged with a great and onerous responsibility. It will be
their duty to ensure that the professional standards attained
by Ghana Television are comparable to the best anywhere in
the world. "24

On the Pan ~African scene, Nkrumah had a bigger expecta -
of the media-- radio and television:

"Our broadcasting service should struggle ceaselessly to make
itself the people' 3 service. It should identify itself fully with
the people' 3 aspirations for a fuller life. It should continue to
fight uncompromisingly against the forces militating against our
progress. It will be its task to expose and unmask imperialism,
colonialism and neo -colonialism in all its forms and manifesta-
tions, and support our endeavors for the political unification of
our Continent. It must blaze the trail of socialism, it must be
the Okyeame of Ghana' 3 development, and its economic and
industrial advancement. It should, above all, strive to enlighten
and uplift our people and keep before them the torch of Ghana' 8
advancement. " 5

A further analysis of Nkrumah' 5 speech reveals a desire to

use television to stimulate and promote the literary arts and cultural

ta~1ents of Ghanaians --once again, basedon his political ideology.

This point was confirmed by the following statements:

\

v—vwi

. 2
4Nkrumah, Inauguration of Ghana Television Service.

2 5Ibid .

 

 

120

"We must recognize the prime importance of the creative writer,
whose skill and inventiveness are so essential and indispensable
to television. It is the Ghanaian writer who can adequately
express the essence of the Party' 5 ideology, the arts, music
and drama, and culture of a growing and advancing nation, and
the spirit and emotions of our people which must find expression
in our Television.

"Ghanaian writers, must therefore, be closely associated with
the planning, development, and production of all our television
programmes. To this end, our writers and artists must be
consulted in all discussions of the content of their scripts, and
the use to which the scripts will eventually be put in the prepara -
tion of programmes for television. It is to Ghanaian writers
that Ghana must look for our future cultural progress, and Ghana
Television should offer them a wonderful opportunity and an
effective medium through which they can reach the masses of the
people. An idea or a movement achieves reality only when it
reaches the masses.

"For this same reason, Ghana Television must not be isolated
from the life of the people and other aspects of our traditional

art and culture. A television drama or comedy should be a
cooperative or coordinating effort between the script writer, the
film producer, the technical expert, and the television programme
organizer. It is to encourage this cooperative endeavor that we
have established a film television and broadcasting training school
here, in which instruction and guidance is provided, under one
roof, for script writers as well as for cameramen, designers,
newsmen and other film technicians. The best artists in the
theatre, film and literature must share their talents with tele-
vision, in order that all the Ghanaian arts may reach that com -
munal outburst of creativity, which has marked the great periods
of art in other parts of the world. "26

In reading through all the excerpts cited in relation to
goverment rationale, one is tempted to wonder why of all the mass

Imedia Ghana expected so much of television. What did television

¥

2 6Ibid.

121

have to offer that made it so appealing to a new nation like Ghana?
Mr .

I. K. Chinebuah, the Minister of Information at the time tele-

vision was introduced, answered the question when he said:

"Television can be a tremendous and powerful force for achiev-
ing this overriding objective.

No other medium of mass com -

munication can match the actuality of event -plus -person summoned
instantaneously together before the eye.

The intimate mass con-
tact that is possible through this medium makes it an ideal means
for the dissemination of both instruction and information to the

Widest possible extent in the quickest time and with maximum
e ffect. "27

Again, The Ghanaian Times, in a feature article, reflected
the position of the government:

Of all the means of communication, television is the newest.
It is as direct as it is powerful.

Television alone has the unique
feature of being able to convey any subject matter to the people
in a forceful and an effective way. Thus, the impact of TV in
the life of any nation is great.

But it is even greater in thelife
011,51 developing country like Ghana.

Ghana, like other African states, is undergoing a revolution.
This revolution has its economic, social and cultural aspects.

Thereis all the responsibility of providing healthy entertainment
for the people of this country. And in carrying through these
tasks, television has a most decisive and impressiverole; 23

Barely six months after television was inaugurated in Ghana,
Ikr‘umah' 3 government was overthrown. The interim government
\

27

I. K. Chinebuah (Minister of Information), "TV Will
Esilicate, Inform and Entertain, " The Ghanaian Times, August 3,
65. ,

28

"It' 8 Being Inaugurated Today,\" The Ghanaian Times.

122

of the National Liberation Council instituted several new measures
to correct and expose ”what went wrong in Ghana" under Nkrumah' s
regime. Critics maintained that Nkrumah stiffled the freedom of the
press and mass media-- including television. Only sychophants and
those willing to please Nkrumah were allowed to exercise their
creativity. Poets, writers, actors and other talents were judged
according to the extent to which they reflected the "personality cult"

0f Nk rumah and his ideology. The Daily Graphic, in a special sup-

 

Plement recently, looked back over the years with the following

Ob se rvation:

The February, 1966, coup brought about the first big change in

television programming. The revolution carried a new social

Order which required Ghanaians to jealously guard their new

Won freedom and pool their resources to take the country up the
path of Progress. GBC -TV joined other information media to
establish a clear and unbroken line of communication between
the new leaders --the NLC --and Ghanaians.

The station broke new ground to evolve new programmes suit-
able to the philosophy of the new order. The series of lectures
organized by the Institute of Adult Education (University of
Ghana) and styled "What Went Wrong in Ghana" were really
effective in as far as they helped some apathetic Ghanaians to
fight for their rights and live up to their duties as citizens of
an independent country. GBC -TV telecast those lectures live
and the station did a good job in carrying those lectures to its
viewers. 29

From the above quotation, one may observe that the new

government broughtabout some form of freedom to programming

\

29J. A. Nyankumah, "5th Birthday of TV, " Daily Graphic,
July 31, 1970.

 

123

which did not exist under the previous regime. Another authoritative

source confirmed this point of view:

Perhaps, the most significant gain which the change of Govern-
ment in 1966 brought to GBC Television Service was freedom

of programming. Ideological pressures duringthe old regime
considerably stiffled programme development and did not permit
the acquisition of good programmes from certain parts of the
world. Since the glorious coup of February 1966, it has been
possible to comb the world programme markets .to be able to
bring to the Ghanaian Television viewer some of the world' s
best television programmes. Using quality and suitability as
the only yardstick for selection, documentary and entertainment
programmes have been acquired from the United Kingdom, ‘
United States, France, Canada, West Germany, Hungary,

Australia, and the Soviet Union. 30
Toward the latter part of 1969, a popularly elected civilian

gove twinent (the Second Republic) was installed in Ghana. What
Change 8, if any, have the new regime initiated that have affected
Ghana Television? If any, the major change is not different from
the philosophy of the interim government. Both have exhibited and
encOuraged a ”hands ~off" philosophy toward the Ghana Broadcasting
Corporation. Indeed, one may argue that it was this philosophy that
led to the granting of independent status (instrument of Re -Incorpora -

1mold-"NLCD. 226) to the Corporation in 1968.

Unfortunately, two executive actions -- one by the interim

gOvernment and the other by the present government-~have led to
\
30"GBC Television Service Is Three Years Old, " The
Broadcaster.

. T3

124

criticism that such actions would retard rather than enhance the
growth and autonomy of Ghana Television.

First, the National Liberation Council, in its austerity
measures, decided that all institutions and individuals given free
television sets under the previous regime should pay for such sets
if they wanted to keep them: otherwise, the sets must be returned.
Most institutions paid for the sets and kept them. This action,
according to the government, was necessitated by the extremely poor
state of the national economy and also by certain irregularities
involved in the distribution of the sets. The irregularities were in
reference to certain individuals who were given free sets despite the
fact mat such people could well afford to purchase sets on their own.
The critics, however, were quick to point out that such blanket action
retarded the growth of receiving sets in the country, since most
Ghanaians could not afford to buy their own.

Another controversial action taken, and this time by the
p1"P-sent government, was the dismissal of hundreds of civil servants
and other government officials from office. Among those dismissed
were the Director -General and the Deputy of the Ghana Broadcasting

QOrporation. The government did not defend its action in any specific
teI‘ms. The critics observed that such an action undermined public

trust in a democratically elected government. Their argument was

125

that the action was nothing more than a political witch -hunting
against those who perhaps displeased the government in one way or
another. It was argued that if the Director -General and his, Deputy
could be dismissed without justification, then the government was
undermining the very autonomy of the Corporation, hence the free-
dom and professionalism of the staff and personnel.

In spite of the two major actions discussed, the researcher
feels that Ghana Television has more freedom to develop a program
0f action based on professionalism than it has ever had in the past.

It is time kind of professionalism that takes its cues from the needs of
the Society at large.

In conclusion, it may be observed that the changes in govern-
ment have not changed drastically the role of Ghana Television. The
meChum still plays its part in the "educating, informing and enter-
1za‘h'lil'lg" of Ghanaians. The major difference is that it can now fulfill

this role with more freedom than it did in the past.

CHAPTER V

PROGRAMMING

Invariably, the extent to which Ghana Television fulfills its

goals should be judged through its programs. In other words, the
role of Ghana Television in national development must be determined

on file basis of its program output.

The programs that appear on television are the results of
several coordinated activities involving many services and support-
ing departments at the Ghana Broadcasting Corporation. The investi-

gat01“will now review the contributions of some of these services and

departments.

There are three main divisions that fall directly under the
1Director of Television. One of the divisions is the Design section.
This section is responsible for the procurement and production of
clesign materials such as costumes, make -up, graphics and props

for programs .

A second section which plays a vital role is the Film

Division. The section has the responsibility of procuring films --

126

127

raw stock and processed (from overseas). Also, the section is

charged with the filming of local inserts and the reproduction of

still photographs, slides, and so forth.
The third section, which is the largest and the most

important of the three, is the Programs Division. Like the other

two, the division has its own head, who is assisted .by a number of

deputies who head sub -sections. The sub -sections are: Public

Affairs; Schools; Sports and Outside Broadcasts; Rural; Entertain-

ment; Children' 3; Traffic; and Film Viewing.

Graphically, the various divisions and their sub ~sections

may be presented as follows:

Director of Television

/1\

Programs Department Design Department Film Department
ead of Programs Head of Design Head of Film

Public Affairs Section Design £ection Filming Section
Schools Section Graphics Section Processing Section
Sports and Scenery Construction
Outside Broadcasts Section
Section Props Section

Rural Section
Entertainment Section
Children' 8 Section
Traffic Section

Film Viewing Section

128

{Programs featured on Ghana Television may be divided into
two main categories. One category consists of programs directed at
general audiences, such as newscasts and entertainment.

The other category is that of school telecasts. These pro-
grams are telecast to schools and training colleges from 9:30-

12 :00 GMT (Monday- Friday) for a period of seven weeks during each

academic term.

During vacation or when school is not in session, television
Programs begin around 6 p. m. except on Sundays, when the service
gene rally begins at 4:00 p. m. with programs on sporting events--
usually local soccer games. The following is a sample of programs

telecast in any one week for general audiences:

Programs for General Audiences

Sunday 4:00 p. m. *Sporting Time
A“gust 23
5:55 *Programme Summary
6:00 The Champion: Lost River: A devastat-

ing drought is afflicting Wild House Valley

and the surrounding ranch country. Driven

to hoping for near miracle, Sandy and
Ricky are looking for a legendary "Lost

River. "
6:30 Liberace Show
7:30 *News

1A * before the program indicates a local program.

129

7:45 *Talking Point: Discussion of news of the
week.
8:15 *Sunday Service: ‘Will come from the

Presbyterian Church, Accra. It will be
conducted in Ga by the Rev. N. A. Kuma

Ollenu.

9:00 *Break for Music: Will feature the G. B. C.
Orchestra.

9:30 *News

9:45 Perry Mason-- The Grinning Gorilla:

A slain anthropologist appears to be the
victim of one of his own study animals,
a full -grown gorilla.

10:45 *Meditation and Close Down.

Monday 5:55 p.m. *Programme Summary
August 24

6:00 *Young Scientists

6:30 *Rural Half -Hour (Akan): Rural forum --

Why an Agricultural Census ?

7:00 Addam' s Family

7:30 *News

7:45 *Weather Report

7:50 *Ten Minutes of English

8:00 *Sports Highlights

8:30 The New People (Film)

9:20 *News

9:40 *Meditation and Close Down

Tuesday
August 2 5

W ednesday
August 2 6

5:55 p.m.

6:00

6:30
7:00
7:30
7:45
7:50

8:00

8:30

9:20

9:40

5:55 p.m.

6:00

6:30

7:00

130

*Programme Summary

Buck Rogers--Tragedy on Saturn: Escape
from a wrecked rocket ship; a battle with
a strange race of men on the planet Saturn;
and treachery of the enemy, are highlights
found in this episode.

Science for Everybody: "Life Prog. 12"
*Heritage: Art Festival at Cape Coast
*News
*Weather Report
*Ten Minutes of English
*Variety Show: Features the Diplomats

Band and guest singerEbo Ray Allen.

M. C. : George Crabbe.

Defenders -- The Avenger: A man seeks

revenge because of the deaths of his wife

and son in a Nazi concentration camp

during World War II.

*News

*Meditation and Close Down

*Programme Summary

*Puppet Theatre--Bimbo' 3 last day in the
North: He visits Bolgatanga Meat Factory

*Rural Half -Hour (Ga): Rural forum --
Why an Agricultural Census?

*Criss Cross: An Adult Quiz Show. Your
host is Ayikwei Bulley.

Thursday
August 27

7:30

7:45

7:50

8:20

9:10

9:30

5:55 p.m.

6:00

6:30

7:00

7:30

7:45

7:50

8:00

131

*News
*Weather Report

*Face to Face: A weekly programme in
which panelists interview individuals on
events of general interest and concern.

The Fugitive --A Clean and Quiet Town:
The one -armed man hires a gunman to '
ambush Richard Kimble.

*News

*Meditation and Close Down

*Programme Summary
Discovery: "World Beneath the Sea"

*Gardener' s Club
(1) Introducing Ornamental Gardening
in the Northern Region.
(2) Grow Your Own Vegetable with the
F. A. 0.

*Woman' 8 Weekly: Interesting features
for women. These include a demonstra-
tion on making use of commonplace
articles for decoration in the home.

*News

*Weather Report

*To Be Announced

*Periscope: A weekly programme in which
panelists discuss contentious subjects

affecting the social, cultural, political
and economic development of the country.

Friday
August 28

8:30

9:20

9:40

5:55 p.m.

6:00

6:30

7:00

7:30
7:45
7:50
8:20

8:30

9:30

9:40

132

The Seaway-- The Viking: Will
archaelogical discoveries halt the
development of the Welland Canal?
Admiral Fox and Nick King find them-
selves in a fascinating, dramatic
hnpasse.

*News

*Meditation and Close Down

*Programme Summary

*Children' 8 Variety: Variety of items by
the Friends of Music Society.

*Rural Half -Hour (Ewe): Rural forum--
Why an Agricultural Census ?

*Sports Digest: A panel discussion of
events in the sporting world.

*News

*Weather Report
Documentary: World in Action

*Reports from the Regions
Bonanza--The Wild One: Hoss comes to
the aid of a timid expectant mother when
she is abandoned by her mountaineer
husband who claims that she tricked him
into marriage.

*News

*Meditation and Close Down

133

Saturday 5:55 p.m. *Programme Summary
August 29
6:00 Gentle Ben

6:30 Danny Thomas Show--A Promise Is a
Promise: After spanking his daughter,

' Linda, and confining her to her room for
the weekend, Danny Williams has qualms
about his promise that she can appear on

. a television programme with Art Link-

letter.

7:00 *In Town

7:30 *News

7:45 *Bandstand: Features Dadientem Brass
Band

8:15 My Friend Tony

9:10 *News

9:30 Something Special: Tom Jones

10:25 *Meditation and Close Down2

It may be observed that more than fifty percent of the pro-
grams on GBC -TV are locally produced. For a detailed breakdown

of a typical week' 5 programs, see Appendix F.

Foreign Films

 

Programs which are not locally produced usually consist of

fOI—‘eign films. Such films generally fall under the category of

¥

fit my—

 

2Ghana Radio & Television Times, XI (August 21, 1970),
pp. 5—21. '

134

drama -adventure or: entertainment,_such as "Defenders, " "Addam' s
Family, " "Perry Mason" and "Liberace Show. " Occasionally, the
foreign films featured are documentaries such as "Science for Every-
body" and "Discovery." These may bring to the Ghanaian viewer
some rare experiences of life and problems of people in other parts"

of the world, or scientific achievements of some of the technologically

advanced nations of the world.

The selection of foreign films for telecastis based.Qn..§..e_r_-
tain .hmad guidelines set up by the Office of Head of Programs. The
key terms in the guidelines are: "violence, " "romance, " ”language, "

l

"moral" and "social frame of reference. "

Violence means that a film to be telecast should not contain
mental or physical force or power exerted to murder or incapacitate

a Victim needlessly. Apparently, "needlessly" referes to violence

against innocent people. On the other hand, some violence to main-

tain law and justice is tolerated, provided there is no other way to

a(thieve this.

Romance refers to scenes of petting, kissing, and other

acts of public demonstration of affection not acceptable in Ghanaian

Culture. Of course, certain degrees of the above are acceptable,
Such as a man kissing his wife goodbye and so forth.

Language has a broad connotation; it refers to both pro-

fanity and subtle expressions as well as advertisements for products

(J

135

or the promotion of political, racial, religious and ethnic
conflicts.

The moral of each foreign film to be featured is judged
for suitability in terms of "good” or "bad" for the Ghanaian viewer.
This construct is perhaps more relative than the other three men-
tioned so far. The film previewers have to exercise much discretion
in accepting or rejecting any film on the basis of its moral.

The social frame of reference of any foreign film refers to
the social millieu, the culture and values it portrays. It also refers
to the levels of sophisitication of not only the film but, also, the
viewers. Will the latter understand the social context, humor,
entertainment and other values presented in the film?

In spite of these guidelines, there is much evidence that
many Ghanaians question the purpose and value of the several foreign
films featured on Ghana Television. The following letter, written by
a Ghanaian viewer in one of the local papers, is perhaps typical of
the dissatisfaction:

Kindly allow me space in your paper to voice out something
which has been beating my imagination for a long time.

I am very sure, most people who own television sets in the
country do not enjoy the presence of televisions in their homes
as much as they expect to.

There are some programmes which the average Ghanaians do
not enjoy, programmes such as "World in Action" and

136

"Something Special" (I wonder what the public learn from these
films) and some other films which are too old and boring to
watch.

Though the GBC is trying as much as possible to satisfy the
taste of both Ghanaians and foreigners, I think it should satisfy
the Ghanaians first in taste. I am very sure there is no white
broadcasting media anywhere in the world which will spend much
time on showing things of African origin all the time. The Cor-
poration should extend the time for films such as "Bimbo Adven-
tures" and "Bandstand" or "Let' 3 Go" instead of spending much
time (an hour) on John Davidson' s Show and a host of others.

Average Ghanaians enjoy hearing Bands from other parts of
Africa and Ghana in particular than the Tom Jones and the
Davidson' 5.

Which white man will get time showing the African Brothers
Band all the time on his television?3

It is not only the Ghanaian viewer who expresses concern
about foreign films on television. Officials of the Corporation are
aware of the problem as reflected in the following statement made by
the Director of Television:

There is a general outcry against the preponderance of imported
films and the aggressiveness which they are injecting into the
fabric of our society. This is a widespread malady afflicting
not only Ghana, but all developing countries.

3K. Newlove -Mensah, "Put the TV into More Use, ” Daily
Graphic, September 4, 1970.
4A. A. Opoku (Director of Ghana Television), "Paper on
Television Programmes, " Accra: Ghana Broadcasting Corporation,
1970. (Mimeographed.)

 

137

,

A reasonable question to ask now is why foreign films are
still telecast if there is such public outcry against them.

As observed earlier, it is not all these films that are
questionable in terms of suitability. Documentaries and other highly
informative films from other countries are necessary in showing
Ghanaians how people from other countries live and perhaps solve
problems that may be common to Ghana' 3 national development. The
criticism is generally directed at those foreign films which may be
classified as "entertainment. " The newly appointed Director -General
of GBC discussed the problem during a newspaper interview:

The Ghana Broadcasting Corporation will be prepared to replace
all foreign films telecast on the television which are not popular

with the public as soon as local materials are found to replace
them. . . . ‘

He said it was not the intention of the Corporation to inflict
undesirable foreign materials on the people of Ghana "but the
air space is there and it's got to be filled and if we haven' t got
the local material for one reason or the other and there is

foreign material we have to use it meanwhile and do the best
we can to get local material as quickly as possible. "5

It is very likely that the major reason why GBC -TV con—
tinues to feature foreign films (to the displeasure of some of its
viewers) is that the country' s economy is in bad shape. Setting up

a film «processing plant and buying large orders of raw stock of

 

5E. N. O. Provencal, "Change in Programmes for GBC?"
Daily Graphic, September 4, 1970.

 

138

films from abroad cost a lot of money (foreign exchange) and Ghana
cannot afford to do these now. It is cheaper to rent foreign films
(many of them old series, at the average rate of about twenty -five
dollars for a half-hour film) than to set up a film -processing-plant.

Coupled with the high cost of setting up a film -processing
plant is the problem of justifying such a plant. 'Peievisi‘on'in Ghana
is still young and limited. It is not a big industry as yet. A film-
processing plant at this time will not have a large consumermarket
to justify its existence.

Selecting foreign fihns for telecast usually involves four or
five steps. First, GBC ~TV receives catalogues of films from film
and television companies around the world.

On the basis of the film titles and descriptions in the cata-
logues, the Assistant Head of Production orders some audition
prints using the criteria for suitability discussed earlier.

After the audition print arrives, the Assistant Head of Pro-
duction or one or more of the Heads of Section preview it with the
other officers at the film section. If the audition prints are judged
suitable, the films or series are ordered.

Upon the arrival of the films, two officers, a Senior Pro-
duction Assistant and Program Assistant, preview them for quality

and duration and also to eliminate commercials. All this is done

1.39

even though the film or series as a whole has already been
accepted.
If the previewers are convinced that any parts of the

V

films are unsuitable, such films are not shown.

Local Prggrams

 

Programs produced locally for GBC -TV are either video-
tapes, or quite often, live presentations. Such programs may be
categorized into six major groups, namely: Public Affairs, Enter-
tainment, Children' 3, Sports and Outside Broadcasts, Rural, and
School Telecasts.

Public affairs programs generally consist of public debates
and lectures, documentaries, quiz shows and drama. It is through these
programs that the Ghanaian viewer is informed about the political,“
economic, social and religious developments in his own and other
countries. It is also through these programs that special groups
like women, expectant mothers or new mothers are informed about
child care, nutrition, health matters and related problems. In
brief, public affairs programs are those which fulfill the vital role
of informing the viewer about the world around him through special
programs designed for that purpose.

Under the category of Entertainment fall such programs

like "Break for Music, " a variety of choral and classical music by

140

Ghanaian and foreign artists; "Bandstand, " a feature of Ghanaian

and foreign artists playing "pop" and a variety of musical items; and
"Variety Showcase, " a combination of usually indigenous music and
comedy. It is through these programs that Ghanaian‘viewers are
presented with different kinds of music from different parts of the
country. The entertainment programs, in a way, bring to the Ghanaian
viewer the indigenous means of relaxation among fellow Ghanaians.

Children' 3 programs, while directed specifically toward the
young Ghanaian audience, still attract large audiences among adults.
Chief among these programs are "Young Scientists, " "Puppet Theatre"
and "Children' s Variety. "

"Young Scientists, " a popular half ~hour program, is featured
weekly like most of the programs on GBC -TV. The program usually
attempts to explain or explore the mysteries of science and the laws
of nature. Among the many different topics covered by the program
in the past were: "Mineral Oils, " "Different Types of Fruits,"
"Fractional Distillation, " "Edible Oils --Palm Oil, Groundnut Oil, "
and others. So popular and well produced is "Young Scientists"
that the program has won prizes for two consecutive years at an inter—
national competition in Japan.

While "Puppet Theatre" may be regarded as a program to

entertain children, it may take the form of a travelogue. "Very often it

141

tries to develop a moral. This show is quite popular probably
because of the way the puppets are manipulated, and also because of
the pop music ”played" by the puppets.

Another children' 3 show -- "Children' s Variety" -- offers
Ghanaian children the opportunity to develop their talents through
dancing, plays, music and so forth. Through this program, one sees
Ghanaian and children from other countries communicating in their
own way to one another.

Sports and Outside Broadcasts features programs of soccer
and other games played in the country, discussions on sports and in-
depth sports news.

The section is also in charge of all religious programs and
ceremonial occasions of national importance, all of which are con—
ducted outside the television studios.

Under the broad category of rural programs, GBC ~TV
features a weekly program-- "Rural Half -Hour" --which (is presented
in three different Ghanaian languages --Ga, Akan and Ewe. For a
given week, the content of the program is the same except that it is
telecast in a different language each of the three days it is featured.
Rural programs also include a monthly program --"Gardener' s
Club"--which is featured in English. This program is for the benefit

of florists, pet lovers and others.

142

The "Rural Half-Hour" programs are specifically directed
at Ghanaians living in the rural areas. However, the topics covered
in these programs are relevant or of interest to every Ghanaian.

Topics featured in the past included: ”Opportunities Industrialization

Center and What It Means to Ghana, " "You and Your Local Govern-
ment, " "The Advantages of Group Farming: German Fertilizer
Scheme, " ”Agricultural Show at Ho" and "Community Development

Project at Bimbilla (NR). " Other topics in this category dealt with
home economics, child care and diet.

The "Rural Half -Hour" series may be regarded as one of
the strong points of GBC -TV programming. The programs are so
well planned that agricultural extension agents could go to the rural
areas and talk with or assist farmers who wish to experiment with
some of the ideas and information which the programs offer. Already,
Radio Ghana is applying this technique effectively through its famous
Farm Forum programs. Ghana Television could adopt a similar
technique.

One can say that the rural programs do express very
coherently Ghana' 3 desire to transform its rural and urban areas
from an agricultural to semi -industrial areas and from an economi-
cally dependent into an independent country.

"Heritage" is a cultural program that attempts to reflect

the beneficial norms and mores of a people in transition. In a way,

143

”Heritage" is like a rear -view mirror because it helps Ghanaians to
look back at their cultural heritage as they progress into the modern
age.

Topics featured in this program deal with many Ghanaian
festivals, customs and what they mean. For instance, many Ghanaian
city dwellers do not know the traditional customs involved in choosing
a life partner for marriage or what to do when a close relative dies.
Through ”Heritage, " these customs and cultural awareness can be
passed on from one generation of Ghanaians to another--thereby

preserving the‘progressive aspects of the culture.

”Post Mortems"

 

Every Wednesday morning, heads of the various sections of
GBC -TV hold an important meeting to evaluate all programs featured
on television the previous seven days. The participants discuss freely
their impressions or dissatisfaction with a program or programs.
If they generally agree that a particular program has not been doing
too well, a competent Senior Producer is asked to assist in producing
that program for a specified period of time--usually for a month.
After this period, the program is reviewed and if the group is

satisfied, the program is returned to the original producer.

144

Program Concept

 

Generally, any member of the Production Department of
GBC -TV can suggest a new program.

First, the person may conceive of an idea for a new program.
He then deveIOps the idea carefully, taking into consideration the
requirements and demands of such a show. Next, he discusses the
intended show format with his supervisor. If the supervisor is satis-
fied with the show format, it is discussed thoroughly at the Heads of
Sections meetings on Wednesdays. At this stage the financial aspect
(costs etc.) of the proposed show is discussed in conjunction with
other anticipated problems.

Should the heads accept the proposal, the heads of the Design,
Film and Engineering Departments are consulted as to whether they
can cope with the demands of the show or not. The final step in this
process of decision making is the Director of Television. He may
accept or reject the proposal. Should he accept the proposal, the
Head of Programs arranges to have one or two pilot programs pro-

duced and evaluated before being released to the public.

School Programs

 

Barely four months after its inauguration, Ghana Television
began to transmit programs, on an experimental basis, to secondary

schools, technical schools and training colleges.

145

The Educational Test Transmissions, as the experiment
was called then, began on November 15, 1965. By that date, all
government assisted secondary schools, technical institutes and
teacher training colleges in Ghana which were within the reception
range of the transmitters had been provided with television receivers.
A few of the sets were not installed in time to begin the four -week
experiment because the small staff of engineers responsible for the
installation could not keep up with the demand.

Before the transmissions began, all institutions concerned
were sent a detailed time table for the four weeks of programs.

When the exercise finally got under way, two programs were telecast
each day (Monday-Friday), the first one beginning at ten o' clock in
the morning while the second started forty -five minutes later. Each
program lasted about twenty -five minutes. A fifteen to twenty minute
intermission between the two programs allowed receiving sets to be
properly adjusted or students to get seated and ready to watch the
programs. The following detailed description of the transmissions
was provided by a former official of GBC -TV:

Each telecast consists essentially of: a) an introduction,

usually lasting 2 -4 minutes read by an announcer, preparing

students for what they are going to see, and drawing their

attention to the more important points in the programme; b) an

educational film 15-20 minutes; c) a summing up read by an

announcer, in which "follow up" work arising out of the pro-

gramme, and useful preparatory study to be done before the
viewing of the next programme in the series, are suggested.

146

Of the ten weekly transmissions (consisting of seven fresh films
with three repeats of the more important ones), four are intended
primarily for secondary schools (Biology, Geography and Litera-
ture (2) ), three for Training Colleges (English and Science (2);
these science programmes are also suitable for secondary school
viewing as they follow essentially the new school certificate
syllabus), and three for Technical Schools (Communications and
Automechanics (2) ). 6

Today, five years after the school programs first began,
GBC -TV has expanded its schools' telecasts to cover more subjects
and hours per week. At present there are seven subjects telecast
to secondary schools and teacher training colleges in the country.

Table 3 shows the subjects and hours of school telecasts.

School Programs - - 1 9 69 -7 1

 

English Literature

 

The school telecasts in English Literature for the first term
(1970-71), for instance, were directed at secondary forms 4 and 5
students only. The content of the program was Shakespeare' s
"Macbeth. " For the purposes of the telecasts, the play was divided
into seven parts, each telecast covering one part.

Each program began with a brief introduction by the pre -

senter, followed by a film or a sequence acted in the studio and then

_r

6I. R. F. Calder, ”Report on Educational Test Transmis-

sions byGBC -TV from 15/11/65, " Accra: Ghana Broadcasting
Corporation, November 29, 1965. (Mimeographed.)

 

 

147

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149

a short comment. By this method, students were able to visualize
and listen to voices of the participants as written in the play When-
ever necessary, a guest was brought in to help the presenter discuss
salient points in the particular scene.

Preparation and
FollowiUp Activities

 

 

A guide for teachers--Notes for the Class Teacher-~in each
subject area is produced by GBC -TV and sent to all teachers con-
cerned. The guide helps teachers in preparing and planning their
class lessons and organizing follow -up activities for students. Here
is a description of Program I in the series as prepared by GBC -TV
for the class teacher (English Literature):

The play opens with a meeting of three witches in a deserted
place--and with them an atmosphere of both physical and moral
uncertainty is established: "Fair is foul and foul is fair. " The
witches confront their chosen man, Macbeth, as he returns from
battle with another general, Banquo, and tempt him with promises
of future kingship. Macbeth' 3 reaction to the "supernatural
solliciting" of the witches is very much in contrast to Banquo' 3.
Whereas Banquo sees the witches very clearly as agents of the
devil (Act I, Sc. III), Macbeth' s position--like the whole
atmosphere of the play-- is uncertain. He knows the witches

are tempting him into crime, but cannot stop himself from feel-
ing tempted.

The Class Lesson after the programme should emphasize the
reality7 of witches for the Elizabethans, make it clear, never-
theless, that man, in spite of witches, falls through his own

 

150

will. Also the contrast between Macbeth and Banquo should be
emphasized. 7

lst Year General Science

 

The telecasts in this series are intended for secondary
schools as well as training colleges. The programs are basically
directed at first year students in the institutions mentioned. The
objectives for the science programs are clearly stated in the Notes
for the Class Teacher:

The programmes are intended to help the classroom teacher
in two ways:

1. By showing practical applications of scientific theory that
are impossible to bring into the classroom.

2. By showing experiments and demonstrations that are dif-
ficult or impractical to prepare in many schools and
training colleges.

The content of the series is based on a Two Year Science
Introductory Syllabus compiled for secondary schools and training

colleges in Ghana, and prepared by the Ghana Association of Science

Teachers and the National Teacher Training Council. Topics covered

 

7Ghana Broadcasting Corporation, "Notes for the Class
Teacher English Literature (Secondary Schools) 1970/71 (First
Term), " 1970. (Mimeographed.)

8Idem, GBC -TV Schools' Telecasts: Notes for the Class
Teacher General Science First Year (Secondary Schools 8: Training
_Bllege§) 1969770 (Accra: Wisdom Press, 1969), p. 3.

 

 

151

in the series include "Water and Rain Cycles" to "Temperature and
Life. "

The format of the programs is that of lecture -demonstration
by a studio teacher assisted normally by two students from any of
the secondary schools in Accra. Graphics and audiovisuals are used

extensively in the series.

2nd Year General Science

 

The objectives for the telecasts in this series are the same
as those of the first year science. The main difference between the
two levels is that the second year programs are directed at a higher
level of secondary school and teacher training college students. The
topics treated are more sophisticated, such as: "Sun, Earth and
Moon, " "Energy Cycles, " "Metabolism" and "Friction. " The follow—
ing is part of the content description on the last program in the
series:

. The handle of a tennis racquet is another example of the
usefulness of friction, and Mr. Laryea performs a simple
experiment to show how the effective friction between two sur-
faces can be reduced by using rollers. This technique is used
in motor car design, and Mr. Laryea again meets Mr. Aboagye
of the Africa Motors Technical Training School, and discusses
three types of bearings used in car gearboxes--the roller
bearing, the needle bearing, and the ball bearing. Mr. Aboagye
mentions that three types of friction are normally considered
in motor car engineering: "dry" friction, where no lubricant
is used, "boundry" friction, which uses very little lubricant,
and "fluid" friction, in which the moving surfaces are separated
by an oil bath. . . .

152

Mr. Laryea summarizes the points made in the programme,
and closes the series. 9

Geggraphy

 

The lessons in geography are intended for secondary school
forms 2 and 3 and teacher training colleges. Like the other subjects,
the programs in geography are based on school syllabus.

Topics covered in the series range from simple ones like
"What Is a Map?" and "Directions--Using the Compass" to more
sophisticated ones, such as "Climate and Vegetation of West Africa"
and "Gold Mining in Ghana. " Here is a description of teaching points
in the program on gold mining:

The programme traces the history of Gold mining in the country.
The traditional method of mining gold is contrasted with the
modern methods. The distribution of gold is related to the
geology of the country. The contribution of the gold industry to

the economic development of the country is disclosed and the
future of the industry is examined. 10

History

Telecasts in this subject were aimed at both secondary

schools and training colleges in the 1969/70 academic year. The

 

9Idem, GBC -TV Schools' Telecasts: Noteifor the Class
Teacher General Science, Second Year (Secondary Schools & Train-
Elg' Colleges) 1969f70 (Accra: Wisdom Press, 1969), pp. 42 -43.

10

 

 

 

Idem, GBC -TV Schools' Telecasts, Geography: Notes for
the Class Teacher, Secondary Schools and Training Collegis, 1970[7l
(Accra -Tema: The Ghana Publishing Corporation [Printing Division],
1970), p. 22.

 

 

153

focal point of the series was first the Republic of Ghana, then other

countries in West Africa, and finally the entire continent of Africa.
The series began with an introduction dealing with the sources

of historical knowledge. This called the viewer' s attention to such

sources as oral tradition, archaelogical, linguistic, ethnological,

film and photographic materials. Next, a program on "The Peoples

of Ghana and the Impact of Geographical Factors" was presented.
Proceeding from this background, the series concluded the

first term with a program on modern Ghana entitled "The Coup and

the Fall of Nkrumah. "

Mathematics

 

Telecasts in mathematics also were aimed at both secondary
schools and training colleges in the 1969/70 academic year. The
programs dealt with "modern" as opposed to "traditional" mathe-
matics. The aim of the series was to provide students with an
insight into this new method of learning mathematics.

Again, using the format employed in the other subjects,
programs in the mathematics series combined lectures from the
studio teacher with many, audiovisuals --slides, pictures, photographs,
diagrams and live demonstrations. Topics covered ranged from

"Sets" to "Deductions from Inequalities. "

 

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154

Teaching Methods

 

For the 1969/70 academic year, programs in the series were
produced for training colleges only. The focal point of the series
was "Methods of Teaching in the Primary School. " Under this focal
point, three series were produced for the entire academic year. For
the first term, the series focused on "Reading Readiness"; for term
two, "Centres of Interest"; and for term three, the emphasis was
"The Making of Teaching Apparatus."

The programs in these series were unique in the sense that
they included several film lessons especially made in some primary
schools in Ghana. Great emphasis (especially in the third term' 8
programs) was placed on the making of teaching apparatus from fairly

simple materials which were easily available locally.

Flaming - - School Programs

 

Preparation and planning of school telecasts may be viewed
from two angles~-planning by the source (GBC -TV) and planning by
the schools that utilize the programs.

From the source' 3 angle, decisions have to be made in
regard to what subjects to telecast, what materials (content) should
be included, when to telecast such programs (schedules) and which

consultants (human resources) are to be utilized.

155

Basically, these decisions are a joint responsibility of
officials at the Ministry of Education and GBC -TV on one hand and
the schools that utilize the programs on the other.

Decisions relative to what subjects should be telecast are
partly based on the belief that such subjects should have the largest
audience possible. In other words, subjects telecast must be among
the most popular or those studied by a majority of the target audience.
In most cases, these are the compulsory subjects for most secondary
schools and training colleges. Because most secondary schools and
training colleges have standardized curriculum approved by the
Ministry of Education, it is accurate to say that the subjects common
to the institutions are the easiest to select. For instance, it may be
observed that all Ghanaian secondary schools and training colleges
offer a majority of the subjects telecast by GBC -TV.

At least in one subject area—— "New Mathematics" -- the
broader goal of the National Education. Development Plan was con—
sidered as the overriding reason for introducing the series on
television. This observation is supported by the fact that many
secondary schools and training colleges do not offer new mathematics
and yet they have been watching the program series.

Another major reason for selecting a subject is the avail-

ability of material with which to produce the programs. For

156

instance, much more effort went into the production of the history
series than into any other series. All the films used in the series
had to be shot locally. Producers traveled the length and breadth of
Ghana to collect oral and other pieces of information (evidence) for
the series.

There is one body which formulates policies directly related
to decisions affecting school programs. The body is the Schools'
Broadcast Advisory Board, which is composed of representatives of
the Ministry of Education, eminent school teachers, faculty members
from the universities, officials from GBC -TV and representatives of
the various National Subject Associations.

Perhaps a question relevant to the issues being considered
now is: To what extent are school teachers and pupils involved in
making the decisions already mentioned? In answer to the question,
it may be noted that the classroom teacher indirectly participates in
the decision -making by sending his suggestions or criticisms to the
Advisory Board through the National Subject Association to which he
belongs. Another alternative available to the classroom teacher is

to communicate his ideas to the board through the Liaison Officer

 

11This is in reference to such associations as the Ghana
Association of Science Teachers and the National Teacher Training
Council etc.

157

who is the link between GBC -TV and Ghanaian schools which use
television programs.

The procedure used in reaching some of the decisions was
exemplified during the introduction of history telecasts for the first
time in the 1969 -70 academic year. In this case, history teachers
were asked to indicate the kinds of changes they envisaged in their
subject. A survey based on this was conducted and findings were
incorporated in the decisions affecting history lessons telecast to
schools.

Unlike the classroom teacher, the Ghanaian pupil at whom
school programs are directed has had little or no participation in
the past in decision -making concerning such programs. It was
anticipated, however, that beginning the 1970-71 academic year,
pupils would be sent questionnaires through which they could convey
their ideas on programs to GBC -TV.

With reference to program schedules, telecasts are
repeated twice in most cases to allow some flexibility for schools
to watch at convenient times. This method, of course, is used for
all the subjects except history, which was introduced at the beginning
of the 1969-70 academic year when the broad outline of the time table
had been drawn and it was felt that it would not be wise to upset it.

Even so, some teachers complain that the time table is not flexible

158

enough because there are still class conflicts. This problem, however,
is to be expected because of the relatively large number of schools
and classes involved in watching the programs.

Some of the major concerns that influence the planning of
school programs deal with resources --human talent— -content of
programs, and other non -human resources -- supporting materials
such as audiovisuals and teaching aids.

Luckily for GBC -TV, there are many qualified Ghanaians
to satisfy the needs of talent. A few lecturers from the various
universities are used as content consultants for the programs. In
addition, many of the studio teachers on the programs are usually
eminent Ghanaian school teachers with several years of teaching
experience. Quite often, experts from various fields are invited as
guests on several of the programs.

Non -human resources are supplied by GBC -TV. These
include audiovisuals, laboratory facilities, staging, design and
various equipment. All these cost money. GBC -TV attempts as
much as possible to supply these at minimum expense while main-
taining high quality. The following represents a rough estimate of
costs for each original half-hour telecast during the 1969-70

academic year:

159

Production Staff (salary) . NC 24. 71
Consultant/ Script Writers 7. 20
Presenter 15. 00
Graphic Materials 2. 00
Staging & Design (salary) 10. 00
Graphic Artists (salary) 13. 40
Engineering (salary 8: equipment) 182. 06
Total N¢ 471. 3612

Preparations and plans by school teachers utilizing school
programs are enhanced by two publications produced by GBC -TV for
classroom teachers. One of the publications is a booklet called
Television in Your Classroom: A Teacher' 3 Handbook.

The booklet tells the teacher how to prepare his students
before watching the programs. Also, it informs the teacher how to
operate the television set-~how to get optimal technical reception.
In addition, the teacher is assured through this publication that tele-
vision is not to replace him but to help him do his work more
efficiently. This point is succinctly expressed as follows:

The television set which is in your school has been provided for
your use as an aid to your normal classroom teaching. The

 

12From the Office of Supervising Producer, Schools Broad-
casts, Ghana Broadcasting Corporation (Accra: Ghana, 1970).

160

lessons which are broadcast have been designed to help you with
your work but not to replace you as a teacher. You have complete
responsibility for the use of the television lesson. This booklet
is designed to help you achieve the most effective use of the les—

sons which are broadcast. 13

The following topics are covered in the booklet:
Part One --Conditions for Viewing -- The television set; the
aerial; the classroom.
Part Two--The Role of the Classroom Teacher--Before the
broadcast; during the broadcast; after the broadcast.
Part Three--Your Help to the Television Station. 14

The other publication for the classroom teacher utilizing

television programs is Notes for the Class Teacher. This publica-

tion is produced for each subject telecast; that is, there are seven

different such Notes.

 

Before the beginning of each academic year, three copies

of the Notes on each subject are sent to each institution which has a

 

television set. The Notes do not only tell teachers what each pro-

 

gram to be telecast is about; it also suggests to the teacher what
kinds of preparation to make with his students before watching the
series. The teacher is advised on a list of reading material good
for preparing students. The publications also suggest follow -up

readings or activities that would further supplement the programs.

 

W—

l3Ghana Broadcasting Corporation, Television in Your
Classroom: A Teacher' 3 Handbook (Accra: Wisdom Press).

”mid.

161

Utilization and Feedback

 

For the 1969-70 academic year, it was estimated that 147
institutions—- 84 secondary schools and 73 training colleges- -owned
television sets. About forty percent of these institutions had at least
two television sets. It was further estimated that nearly thirty percent
of the institutions with sets watched at least one of the seven programs
telecast in each subject for the same academic year. Another twenty
percent was said to have used the services of television programs for
schools. Altogether, it may be concluded that at least fifty percent
of the 147 institutions utilized the school television programs some-
how.

The above information was furnished by the Liaison Officer
at GBC -TV, who is charged with the responsibility of gathering feed-
back on television utilization by Ghanaian institutions. The work of
this officer has been greatly handicapped by the fact that he had to
rely greatly on questionnaires sent to institutions. From time to
time the officer visited some of the schools to obtain first-hand
information on the subject. The officer' 5 work was further handi-
capped by the fact that he had no car and had to rely partly on public
transportation (which is very poor indeed in Ghana) or on the Head
of Education (GBC -TV), in whose car he journeyed outside Accra.
This meant that the officer could only visit institutions not far from

the urban areas where one could find some means of getting around.

162

It may be observed that available evidence and feedback on

the extent of television utilization among Ghanaian schools are too

scanty and consequently unreliable.

Rationale

 

At this stage, it will be worthwhile to explore the reasons
behind the Government of Ghana' 8 decision to introduce television
programs for schools, and, also, the reasons why such programs
were not geared at primary and middle schools from the outset.

In general, it is correct to say that television programs for
schools were introduced to bolster the government' 3 program in
education and national development.

First, as pointed out earlier, the government, right after
Ghana became independent, embarked on a Seven Year Development
Plan. A subset of the plan was the Accelerated Development Plan
in Education. One direct result of the plan was that many schools
were created in the country. Many of the schools had (some still
do) to operate on a double shift system in order to accommodate the
large number of new pupils that must be educated.

The overflow of pupils accompanied by a greater demand for
more teaching -learning facilities were two of the major consequences

of the Accelerated Plan.

163

Secondly, even before the introduction of this plan, Ghana
was in dire need of well -trained teachers. The plan therefore
aggravated an already critical situation-- the need for more and
better trained teachers.

Television programs were therefore introduced to help solve
the problems just discussed.

In a way, the government felt that through school television
programs the country as a whole would benefit from the expertise of
very good teachers and talents to be used in the programs. This then
was an attempt to promote quality teaching by showing students and
teachers how good teachers teach.

Also, because of the fact that many Ghanaian schools were
(they still are) poor and ill -equipped in facilities, the government
felt that through television programs the poor and the well -equipped
schools could both share in the rich experiences that the medium
could offer. These experiences include the utilization of sophisti-
cated and simple audiovisual aids as well as good laboratory equip-
ment.

For the latter part of the problem, one may observe that
primary and middle schools were left out of the television programs
because these schools are the ones most affected by the pressures

of the Accelerated Plan. There are still many Ghanaian primary

164

and middle schools which operate under trees and in make —shift
classrooms. These schools do not have electricity or facilities for
viewing.

Secondly, the double shift system is most prevalent among
primary schools. This is certame a hindrance to systematic view-
ing. It is unfortunate that these problems make it impossible for
television programs to be directed to school children who perhaps

need more assistance than others.

CHAPTER VI

SUMMARY, PROBLEMS, RECOMMENDATIONS

AND CONCLUSIONS

This final chapter will feature a summary of the other
chapters, present an analysis of the problems facing Ghana Tele-
vision, and make recommendations which may lead to solutions of
these problems.

Any study in depth leads to the realization that much is yet
to be learned. This study is no exception. Consequently, sugges-

tions for further research and studies related to television in Ghana

will also be included.

The purpose of the study, as was mentioned in chapter one,
was to explore for answers to certain persistent questions. The
first of these questions was the observation that many developing
countries, particularly among the new nations of Africa, are invest-
ing so much money to introduce television services or maintain such

services despite the fact that most of the nations are faced with many

pressing priorities.

165

166

Coupled with this major question, the researcher wanted to
find answers to several questions which students of broadcasting
have been asking; Among the questions asked most frequently are--
"What system of broadcasting do you have in Africa?" and "How does
broadcasting in Africa differ from the American system?" or "What
kinds of programs do African broadcasting systems feature?"

Faced with these questions, the investigator decided to use
Ghana, his home country, as a model. ,' Ghana indeed is very typical
of the new developing countries which have invested millions of
dollars in a new television system in the face of many demanding
problems--the need for more schools, health facilities, better roads,

more efficient means of transportation, and other equally important

- needs.

In pursuance of the objectives for this study, the researcher
spent one month gathering data in Ghana. He searched through
government documents, public speeches and national newspapers for
information on Ghana Television. In addition, several Ghanaian
government and television officials were interviewed.

On the basis of literature review and preliminary prepara-
tions for the study, the following hypothesis was proposed: \ hat the
Government of Ghana, in introducing television in the country, did

notgofinsider the medium as a luxury despite the heavy expense

167

ianlyed. Instead LibsEOYCFEIIWFLPEFCQVECI11.21.19 _,m,edi,um,as a
10mm invesWsfissaLsexslsmany.--£136, It??? 0f the
mfimaflsfico‘nceivedtobe antinstrument for educating, informing
aWrEngEhanaians, "and ”these three constructs were, con-
“AMPS (crucial in national development. .

Chapter two is a literature review of the uses of television
in selected developing countries. The chapter begins with the dis -
cussion of the role of the mass media in national development. The
views of several social scientists on mass media and national develop-
ment are presented. Among the scholars whose views are cited are
Wilbur Schramm, Daniel Lerner, Ithiel de Sola Pool, Frederick
Harbison, Everett Rogers and Lynne Svenning. The social scientists
seem to agree that basically the mass media enhance the social,
economic, cultural, political and educational development of people
in the developing countries.

Everett Rogers and Lynne Svenning' 5 definition of develop-
ment is adapted for the study. The two define the construct as:

Development is a type of social change in which new ideas are
introduced into a social system in order to produce higher per
capita incomes and levels of living through more modern pro-
duction methods and improved social organization. The nations
of the world are often divided into two camps on the basis of

economic and social criteria: the less developed and the more
developed, the traditional and the modern. 1

 

1Refer to page 14 of this study.

168

It was pointed out that less developed countries generally
have the characteristics of relatively low per capita income, little
commerce and high self-sufficiency, limited transportation and mass
media facilities, politically unstable governments, high birth and
death rates and short life expectancy. It was also decided that "less
developed countries" as used in the study would refer to the nations
of Latin America, Africa (excluding South Africa) and Asia (excluding
JapanL

Specifically, the potential role of the mass media in the
developing countries was found to include the ability to raise aspira-
tions, to focus attention, to widen horizons, to enforce social norms,
to help in all types of education and training, and to create a climate
for development.

The literature review also brings out one fact-—that of all
themass media, television is considered as the most powerful and
appealing medium by many of the developing countries because of the
medium' s ability to combine visuals and sound.

Furthermore, chaptertwo describes how television is being
usgiaaa mass medium to alleviate some of the problems facing ‘
9312191118 nations. One of the uses of the medium is for mass edu-
cationnliteracy programs, as in the Dakar Experiment and the

Telescuela Popular de Arequipa project in Peru.

169

Another example of how the medium is used for mass
education is to teach "responsible citizenship, " a kind of cultural
and political edification, as demonstrated in the All India Radio
Project.

The literature describes how television is used in different
ways to help solve teaching and learning problems in the classroom.

First, the medium is used to upgrade instruction by demon-
strating to teachers some effective methods of teaching (Nigeria,
Colombia and Peru).

Second, television is used to feature the same programs
simultaneously to large numbers of classes (the multiplier factor) as
in Colombia.

Third, the medium is used to give instruction to thousands
of students scattered throughout remote areas (in a sense, the exten-
sion of the school) as done in Italy.

Also, television is used in three other principal ways--as
a major teaching resource, as seen in the Telescuola program in
Italy; television as the total medium for instruction, as demonstrated
by the Niger project; and television as the means for supplementary
instruction, as used in Nigeria.

-. Chapter three is a briefing of the Geography of Ghana

(population, size and location), the history, politics and government,

\

170

the economy, the educational system, and some of the problems
related to the educational system.

It was pointed out in the chapter that the economy of Ghana
is in grave danger at the moment due to a high balance of payments
deficit. This situation has seriously retarded the progress and
national development of the country.

It was observed that in Ghana planning, organizing, and
administering the public system of education below the university
level are among the major responsibilities of the Ministry of Educa—
tion.

It was mentioned also that there are seven main levels of
education in the country. The levels are: Pre -Primary, Primary,
Middle, Secondary, Technical, Teacher Training and University.

Furthermore, it was noted that in addition to these levels
of education, which are in reference to formal institutions of learn-
ing, there are other establishments, such as the Ministry of Health
and the Ministry of Agriculture, which provide formal and informal
educational services for thousands of Ghanaians. Some of the edu-
cational services are literacy and health campaigns (mass education).

Among the several problems related to education in Ghana
are: shortages of classroom and learning facilities, shortages of

qualified teachers, lack of audiovisuals, poor management of schools,

171

inadequate maintenance of physical plants and massive unemployment.
The plight of the national economy was found to be a major cause of
many of these problems.

It was argued that the problems of education in the national
development of Ghana entailed the analysis of the following basic
elements:

a. What should be done--priorities and goals

b. Where it shouldbe done --priority areas

c. Who should do it--allocation of human resources

d. How it should be done--method and allocation of non-
human resources

e. When it should be done ——time table

f. What may be the effects of what is done --evaluation

These problems were collapsed into one question-~how could
Ghana mobilize her human and non -human resources in the most
efficient way in order to improve the quality of education in the country
so that the citizens produced thereof could be an asset and not a
liability to the national development of the country?

The researcher argued that it was the attempt to answer
this broad question that prompted the Government of Ghana to intro-
duce television in the country.

Chapter four focuses on Ghana Television. It covers the

history, planning, preparation, structure, facilities, staff-personnel,

 

 

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172

receiving sets, financing and the rationale for bringing television to
Ghana. .

First, a comprehensive survey and study of the most efficient“
way of introducing television in Ghana was conducted by two: Canadian
experts who were loaned to Ghana under a scheme of technical coopera-
tion between the two countries. The experts' recommendations were
favorable. It was after this initial step that Ghana began building a
national television service.

As part of the plans and preparations, several Ghanaians
were given rudimentary training in television production, direction,
script writing, designing, camera operation, and training in technical

\
maintenance in the country. After the basic training, the Ghanaians
were sent to reputable television training schools around the world
for further training before returning to Ghana to man the service.

It was indicated in the chapter that Ghana Television is a
division of the Ghana Broadcasting Corporation, which is an indepen-
dent public corporation. However, the corporation derives its broad
policies from the Ministry of Information. Internally, the corpora-
tion is governed by a Board of Directors whose membership is drawn
from the public upon the recommendations of the Minister of Infor-

mation. Members of the Board must be Eilitically neutral-~not

associating publicly with or holding offices in political parties. The

—’_..

173

corporation is headed by a Director -General who is the Chief
Executive and is responsible to the Board of Directors as far as
the day -to -day administration of the corporation is concerned.

Ghana Television is well equipped with up ~to -date facilities.
Among the facilities discussed in the chapter are four transmitters
and a translator strategically located throughout the country. It is
estimated that the transmitters and translator combine to cover
better than fifty percent of the physical area of Ghana, and that
about sixty percent of the population is within reception range of
programs featured on Ghana Television.

Other facilities owned by the service include two main
. studios, each measuring 50' X 40' X 40' , and a small one--"Pre-
sentation Studio"--which measures 20' X 14' X 14'. All three
studios are located at Broadcasting House in Accra, the national
capital. All television programs originate from these studios and
are carried by microwave to the other transmitter stations, except
the one at Tamale (Figure 4), which transmits videotapes sent there
by plane or other means of transportation.

Each of the main studios is equipped with three Marconi
MKlV cameras-~Image Orthicon (for video only). Each camera
comes with a set of lenses ranging from f/2 to f/5. 6 or 2" to 22".

Also, each of the main studios has a complete set of vision control

 

 

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174

rooms attached with control panels for "cutting, " "mixing, " "fading
in and out, " "previewing" and talkback facilities for studio directors,
cameramen and others involved directly with production.

In addition to the studio facilities, the television service has
mobile vans well equipped for covering sports and outside broadcasts.
Other supporting services include the Engineering Division, Trans-
mitters/ Monitoring, Sound Studios, Graphics, a Television Production
Training School, Design and Film facilities. In brief, Ghana Tele -
vision is equipped with the finest production and back -up facilities
which one can find in any modern television service elsewhere in the
mag...

One of the weak points of Ghana Television Service is the
limitedmumber of receiving sets available to the population. In
spite of earlier government promises to make receiving sets avail-
able or within the reach of most Ghanaian pockets, there were only
16, 000 sets (as of September 1, 1970) scattered throughout homes,
institutions and public places in the country. The main reason for
this low figure is that a receiving set is still too expensive for most
Ghanaians. The underlying cause of this problem is the national
economy, which is plagued by a huge balance of payments deficit.
This has necessitated heavy duties on all imports, including parts of

television sets which are assembled in Ghana.

175

At the \noment, Ghana Television-Service is financed through .
four sources-- revenue from license fee imposed annually on each
owner. of a receiving set, license fees from all television dealers
(sales), commercial advertising, and government subvention. Most
of the funds needed are provided by government subvention since '
revenues from-advertising and license fees are still too limited.

Official government rationale for introducing television in
Ghana is underscored by three key phrases-- "to educate, " "to inform"
and "to entertain. " Analysis of public and government position papers
indicates that of-the three phrases, "to educate" seems to be the
strongest reason for introducing television. The phrase was used in
reference to both formal education-- classroom instruction--and
informal educationa—the cultural, political, economic and psycho-
logical transformation of a nation from one stage of development to
another.

One of the main reasons for introducing television in Ghana
was to bolster classroom instruction. The decision was prompted by
a number'of problems which began to show a few years after Ghana
bé'éame“independent.

First, in its desire to accelerate the national development
(of Ghanarthe government opened orencouraged the building of many

neWSUhOGIS‘to"‘cope with increasing enrollment demand. This

176

problem was aggravated by the introduction of a government law
which required compulsory and tuition -free education for all Ghanaian
children and tuition -free education for older students (from the
secondary school level and up). Available facilities -- classrooms,
textbooks and equipment-- could not match the demand.

Secondly, Ghana had always been short of qualified teachers.
The introduction of compulsory fee -free education aggravated the
problem.

It was the search for solutions to problems like these that
persuaded the government to turn to television. It was felt that
through the medium of television, limited human and non ~human
resources could be made available to many of the disadvantaged
schools in the country.

In the area of mass education-- informal education-- the
government was convinced that television could be used to transform
Ghana into a more unified, cohesive and vibrant nation. Many of the
government position papers on television reveal that it expected to
use television as an instrument of national development--the mobi-
lization of human and non -human resources to develop Ghana into a
modern country.

Chapter five is devoted to the analysis and discussion of the

kinds of programs featured on Ghana Television and the various

177

sections and supporting facilities that make up the television section
of Ghana Broadcasting Corporation.

First, it was mentioned that the television section is
composed of three main divisions -- Film, Design and Programs.

The Film section .is responsible for the filming of local inserts and
the reproduction of still photographs and others needed for pro—
grams.

The Design section is charged with the procurement and
production of design materials, such as costumes, make -up, graphics
and props.

The Programs section, the largest of the three, has eight
sub -sections-- Public Affairs, Schools, Sports and Outside Broad-
castsrRural, Entertainment, Children' 3, Traffic and Film Viewing.
The contributions of each of these sub -sections are discussed briefly.

It was mentioned that programs featured on Ghana Television
may be divided into two main categories--programs for general
audiences and programs for schools. Programs for general audi-
ences include newscasts, entertainment, sports, ceremonials and
‘others.

The programs for schools are produced in seven subject
areas, namely, English Literature, lst Yearfieneral Science, 2nd

Year General Science, Geography, History, Mathematics and

Teaching Methods .

178

It was further observed that there are two sources of
pnogrammfarflhana Television--those produced abroad (Foreign
Films) and those produced in Ghana. Foreign films account for more
than forty percent of transmission time in any given week (Appendix F).

There is evidence of public outcry against many of the
foreign films. However, television officials have defended the
presence of such films on the grounds that Ghana does not W
fitm-paecessing plant and that the air space has got to be filled until
suchwtime that films could be processed locally.

Programs produced locally are generally presented live or
from videotapes. Each of these programs is usually featured by one of
the six production sections -- Public Affairs, Schools Broadcasts,
Sports and Outside Broadcasts, Rural, Entertainment and Children' s.

The question was raised as to why school programs are tele-
cast to only secondary schools and training colleges and not to
primary and middle schools also. In response to this question, it
was noted that primary and middle schools in Ghana are the most
ill -equipped as far as facilities are concerned. Many of the schools
have no e1ectricity--and are still conducted in make -shift classrooms,
some under trees and so on. It would be very difficult to direct
programs at these schools under the circumstances.

Finally, it was pointed out in the chapter that feedback on

utilization of television programs by schools is inadequate, partly

179

because the officer in charge of collecting data is handicapped
by inaccessibility to all the schools involved and also a significant
portion of those who utilize the programs do not submit the data on

utilization.

Problems

 

One of the major reasons the Government of Ghana intro-
duced television was to facilitate teaching and learning in school
programs (formal education) and to inform or edify the Ghanaian
populace (mass education). A complexity of problems has retarded
the free realization of these goals.

First, the number of schools utilizing television programs
is too limited. At present only 147 institutions (out of the thousands
in the country) view programs (regularly or occasionally) specifically
telecast for schools. All the schools which utilize television pro-
grams are secondary schools and teacher training institutions because
there are no telecasts for other levels (Pre -Primary, Primary and
Middle Schools.

Generally, Primary and Middle Schools in Ghana are the most
depressed as far as teaching and learning facilities are concerned.
There are still hundreds of these schools which are conducted under

trees and in makeshift classrooms or learning environments.

180

Audiovisual aids and laboratories are luxuries as far as these schools
are concerned. These schools would certainly benefit from tele-
vision programs. Obviously, serving these schools will present the
country with more problems --the need to provide electricity or power
supply for television sets as well as facilities for storage and main-
tenance. However, such problems are surmountable.

Language presents another problem in education. English
is generally used as the medium of instruction in Ghanaian schools.
However, a majority of Pre -Primary, Primary and Middle School
pupils (especially those in hamlets, villages and homes where the
parents or guardians do not speak English) are not proficient enough
to communicate in English. Consequently, it is quite common for
such pupils to receive instruction in their local languages or dialects,
of which there are over fifty different kinds in Ghana. Finding a
common language in which to telecast programs to pupils therefore
presents a problem.

In the case of the few Secondary Schools and Teacher Train-
ing Colleges which use school television programs, there is evidence
that the students have very little or no opportunity to participate in
the preparation and planning of the programs they watch. There
seems to be no adequate channels for feedback between students and

the source of programs. Also, and perhaps more important, there

181

is no evidence that school programs are systematically viewed or
regarded as a crucial aspect of the school curriculum.

Maintenance of receiving sets presents another problem for
schools. There are many instances where the only receiving set in
a school is defective because of lack of spare parts or maintenance
facilities. In such cases, school programs cannot be viewed.

In general, the limited number of sets makes regular and
systematic viewing of programs unlikely. Many schools which have
single receiving sets find it difficult or impossible to arrange for all
students to watch programs regularly. This problem is not limited
to schools only. The general public is similarly affected.

One of the main reasons behind the limited set count is the
high cost of sets in the country. Many schools and a majority of the
Ghanaian citizenry simply cannot afford the price of a television set.

Another reason behind the limited number of sets is the
lack of electricity and power supply. Many villages and small towns
do not have electricity or generators.

Dneinthe planning stagesoLtelevision, the government
stressed the importance of using the medium for mass education.
ltmaexpected that small towns, villages and hamlets would be pro-
vided with-free—‘television sets and needed accessories. This was

done to some. extent, as pointed out in chapter four. However, it is

182

accurate to say that most of the remote and rural dwellers do not
have such facilities. The result is that the citizens who need tele-
vision most (for mass education) do not have access to television
sets. It is these people who should be given priority in mass edu-
cation. Most of these people are farmers and television could be an
invaluable asset in providing information on modern farming tech-
niques and otheraspects of rural development.

In areas where television is accessible, there is no evidence
that viewing is well planned and organized to include follow -up
activities as done in the famous Radio Ghana Farm Forums.

Turning to the source of programs itself, the television
service is faced with many problems which retardits progress.

First, Ghana Television does not have certain facilities
which are essential for efficient operation. One such facility is an
information storage -retrieval center. The investigator was struck
by the fact that basic documents and information on the history,
structure, financing, policies, achievements, and goals of the
medium could not be located. For instance, no none contacted at
the Corporation knew where the program log for the first year of
telecasting could be located, nor could any copy of the annual reports
of the Corporation be located. Important historical and other docu-
ments are either missing or scattered over several and unknown

places within the Corporation.

183

Secondly, Ghana Television does not have a local film
processing plant. Because of the absence of such a facility, live
programs and imported films (foreign films) are generally used.

While the use of foreign programs may be helpful in expos-
ing the Ghanaian viewer to the cultures of other countries, such
programs (particularly the ones classified as "entertainment") are
usually of little relevance or benefit to a developing country faced
with serious problems. A noted African writer, actor and film pro-
ducer discussed the problem recently:

Many third -World countries have made great strides in the
development of at least one of these media, but in Africa, film
and TV are still luxuries for the few. TV, potentially the most
sensitive and powerful of the media, should be forging ahead in
the area of mass education and direction, explaining and dis-
cussing economic and social programs, and creating a broader
dialog between the centers of power and the masses. Instead,
in Africa, it mostly consists of high -prestige stations with too
narrow a transmission coverage to be economically viable,
dependent largely on imported American, British and French
programs such as Gunsmoke and Bonanza for prime hour trans-
missions, and watched by tiny and almost entirely urban
audiences--in no country does even one per cent of the popula-
tion have access to TV.

The source just quoted goes on to suggest that there is a
basis for dynamic African TV and film industries in existence:

Yet the basis for dynamic African TV and film industries exists,
and films and TV could make a far more effective contribution

*

2Alaba Peters, "Film & TV in Africa: Tools or Toys?"
Africa Report, XV (November, 1970), p. 21.

 

184

to national and pan -African development than the press with its
restricted circulation, or even radio, which cannot move
audiences as can the visual media.

Taking TV first, it is essential for development to take place
on a continental and regional, rather than a national basis.
African governments must initially standardize transmission
frequencies throughout the continent, and then work out an
agreement for continental or regional syndication of African TV
programs. . . . 3

The exchange of programs among African countries has
been frequently discussed and encouraged at various mass media
meetings involving African countries. Ghana has always supported
the idea. However, Ghana Television has not been able to fulfill the
idea fruitfully yet.

At the time that the investigator visited the country,-~4zhere
was no exchange of programs between Ghana Television and any other
similar service on the entire African continent. Apparently Ghana
and Nigeria had experimented with the idea until the Civil War set
in and Ghana finally stopped sending programs to Nigeria because the
latter was not reciprocating.

Some Ghanaian officials—interviewed on the subject'explained
the difficulties involved in exchange programs. One such difficulty

is the suitability of programs from other African countries. What

may be acceptable or relevant in a given context in one country may

 

3Ibid .

 

 

 

 

 

 

185

be totally unacceptable in another country. One may ask why programs
from non -African countries--U. S. A. , Britain, U. S. S. R. , Hungary
and others --can be deemed suitable for Ghanaian viewers and yet
programs from fellow African countries (maybe next door neighbors)
are judged unsuitable. It can be argued that many of these non-
African countries mentioned have large banks of television programs
or films from which to select. There is no doubt that only some of
such programs or films can be suitable for Ghanaian viewers. On
the other hand, African countries have not been producing many pro-
grams or films from which sufficient numbers can be selected for use
in other countries. It can be stated that in general television programs
produced by African countries are not aimed at universal audiences.
In most cases, the programs are directed at local audiences and there -
fore they do not suit the tastes of audiences outside the local market.
rlt is apparent that the greatest weakness of Ghana Television
is that it\acks the machinery for a rigorous system of evaluating the
effects of its programs on its audience. One would like to know, for
instance, the effects of school programs on teaching and learning.
Also, it is important to know the cost efficiency of such programs
as well as mass education programs. Simply because the medium
was conceived "to educate, " "to inform" and "to entertain" does not

insure that it actually does so.

186

Fora nation that has spent much of its resources in
studying, planning and introducing television, it is only proper to
expect it to pause and examine if the medium is indeed accomplish-
ing what it was designed for. It is through serious and rigorous
research that a reliable evaluation of the medium can be derived.

Invariably, the availability of funds will determine whether
the problems facing the medium can be solved or not. Every tele-
vision official interviewed complained that there were insufficient
funds to purchase spare parts for equipment‘and other facilities
needed. The major source of revenue for the‘medium continues to
be the government. However, the plight of the national economy has

.\ , ..
made it difficult to provide the funds needed for operating the medium
and other national development projects. 71

Relative to the funds needed to‘operate the service, it may
be observed that the government was unrealistic in its initial plans to
introduce the medium, It had estimated that. in its firstyear of com-

mercial advertising, over $125, 000 (£ 50, 000) would be derived. The

actual revenue from advertising in that first year was a bare $550!

A .
Recommendations

 

Problems are opportunities for solutions and improvement.
The investigator wishes to make the following recommendations

relative to theflsolution of the problems discussed:

187

In order to fulfill the objectives established for education
and national development, the Government of Ghana should
establish a goal of providing television sets and accessories
to all Pre —Primary, Primary, Middle and higher level
schools which meet some established standards (such as
minimum number of students, teachers, etc. ). In areas
where there is no electricity, generating sets or vibrators
should be furnished. A plan should be developed to reach
this goal and should be implemented as soon as possible.

Community centers, villages, hamlets and recognized organi-
zations or clubs should be encouraged to purchase their own
television sets and accessories. The government can
expedite the effort by paying a percentage of the expenses
involved. Schools, institutions and all groups which receive
the subsidy should be exempted from paying the annual tele-
vision license fee.

A committee of representatives from the Ministry of Educa-
tion, Ghana Television, national teacher groups and student
organizations should be set up to assess the needs and define
goals for school telecasts. Such telecasts should be expanded
to include programs for all levels of education-—Pre —Primary
through university. It is important that school programs be
made part of school curricula, particularly those below uni-
versity level.

In response to the problem of language, particularly with
pupils in Middle Schools and lower levels, Ghana Television
may consider telecasting in different languages as it is done
by Radio Ghana in news and documentary programs. To
facilitate such attempts, it may be necessary to telecast on
different channels simultaneously.

Teachers and students should be encouraged to participate
in the planning and production of educational or instructional
programs.

Maintenance centers and mobile vans with technicians should
be furnished to visit remote village schools periodically to
see to it that receiving sets and accessories are kept in
good operating condition.

188

7. Television viewers, particularly those in the rural areas,
should be assisted in forming tele -clubs and discussion
groups (as it is done in other countries, such as France,
Japan and India) and to organize follow -up activities which
enhance the diffusion and adoption of innovations, such as
new farming techniques.

8. A television research center or division should be set up
to gather and analyze data on the utilization and effects of

television programs on education and national development.
The center should be a permanent division of Ghana Tele-

vision.
Summary and Conclusions

The final chapter has explored several problems facing
Ghana Television. Among them-~the limited number of receiving
sets in the country; the small number of institutions which view the
special programs telecast to schools; the fact that no programs are
featured for the most depressed levels of education in Ghana (Pre-
Primary, Primary and Middle Schools); the need for certain
facilities necessary for efficient operation of the medium (such as
a local film processing plant and a research and data storage center);
and the need for more operating funds.

While the problems discussed have been treated almost
independently of one another, it should be remembered that most of
them are interrelated with other problems of national development.
For instance, it can be said that the state of the national economy

has adversely affected the smooth operation of the television service.

189

Because of the fact that the economy of Ghana is in serious trouble
(due to a large foreign debt), only limited funds are available for
importing more spare parts or equipment needed by the television
service.

Another problem which has indirectly affected the direction
of Ghana Television is that of political instability. Within the six
years that the service has been in existence, the country has been
ruled by three different governments. It was observed earlier in the
study that relative to goals for‘the medium there have not been any
drastic changes or differences. However, it is important to remem-
ber that goals or objectives are not synonymous with priorities and
methods. The Nkrumah regime which introduced television in Ghana
had promised to make receiving sets available (free of charge) to
community centers, clubs, organizations and schools. Indeed, there
is evidence that this was started. However, Nkrumah' s regime
remained in power for only seven months after the inauguration of
television.

The interim government which followed Nkrumah' s regime
reorganized priorities and either recalled many of the television sets
distributed free of charge or requested that they be paid for by those
who wanted to keep them. Whether Nkrumah' s regime could have

lived up to its promises and objectives for television is not the

190

subject of this study. However, it can be argued that Nkrumah' s
regime did not live long enough to be judged on its goals and objec-
tives for television. On the other hand, neither the interim govern-
ment nor the present one can be held responsible for the plight of
Ghana Television today. They did not establish the goals and objec-
tives for the medium.

Again, on the broader question of national development, one
can appreciate the enormous problems facing a developing country
like Ghana. The government is practically responsible for every
aspect of development including Ghana Television. Funds must be
allocated for health projects, better roads have to be built, better
transportation facilities have to be provided for, more good schools
are needed and so forth. What makes these problems so difficult
to solve is that nearly all of them can be considered priorities and
should be solved simultaneously. The tragedy of the problem of
national development is that no matter how priorities are arranged,
there are people who are dissatisfied. Such people will always want
to know why television was introduced at the expense of better
schools, more hospitals, feeder roads and so on.

Part of the objectives for this study was to explore for
answers to certain persistent questions related to Ghana Television
——questions of history, structure, personnel/ staff, financing, pro-

gramming and others; this has been reasonably done.

191

On the broader question of the role of Ghana Television in

education and national development, the answers cannot be so cer-

tain. The question is complex because it has many related variables

that must be examined independently and then in juxtaposition with

one another. The following is a list of some of the variables and

questions which need further exploration before any conclusions can

be drawn:

1.

How is television perceived by the Ghanaian public? Is it
seen as a tool for "education, " "information" and "enter-
tainment" as the government envisaged?

What is the cost-efficiency of television in providing infor-
mation to the populace?

How do the other mass media (radio, newspapers, etc.)
compare in cost -efficiency, effectiveness and credibility
with television?

Are there certain beliefs, attitudes and values which have
changed or are changing because of exposure to television
programs ?

Has the presence of television in Ghana raised the aspira-
tions and expectations of the citizenry?

Are the few Ghanaian students utilizing school television
programs learning and performing better now than they did
before the medium arrived?

How do the students who utilize television programs com-
pare with those who do not, as far as learning gain is
concerned?

What are the attitudes of teachers and students toward tele-
vision programs for schools?

192

Until research can provide answers to several questions,
including the ones raised, it is difficult to ascertain the effects of
television in the development of Ghana. The fact that the medium
was introduced "to educate, " "to inform" and "to entertain" does not
mean that it actually does so. On the other hand, it may be that
indeed television is achieving its goals.

It was because of the uncertainty surrounding the effects
of television that the establishment of a research and information
center was proposed in the list of recommendations.

In conclusion, it may be well to remember the recommenda-
tions given by UNESCO on research:

(a) television authorities should ensure that adequate provision
is made for establishing and maintaining audience relations
and for carrying out necessary research into audience
reactions, but that whilst quantitative measurement has
usefulness in relation to programmes designed to attract a
mass audience, an assessment of qualitative reaction be
considered of greatervalue to programme planners;

(b) there should be careful research from the sociological and
psychological points of view into the best ways of using
television as an aid in improving the way of life of the
people in African countries; that this research can best be
carried out by persons who have lived amongst, and under-
stand, African people. 4

As observed earlier, it is only through constant evaluation

that the achievements and direction of Ghana Television could be

 

4UNESCO, Meetinion the Introduction and Development of

Television in AfricafLagos, Nigeria, 21-29 Sgptember, 1964.

 

 

A _

193

reliably determined. For a nation bent on reaping the highest benefits
from its investments, constant research is hardly a luxury; it is a

necessity.

LIST OF REFERENCES

LIST OF REFERENCES

Books

 

\J

j, \/
Q9 Foster, Philip. Education and Social Change in Ghana. Chicago:
The University of Chicago Press, 1965.

 

6?) Mana. Ministry of Information. Ghana Official Handbook. 1969.
- Accra: The Ghana: Publishing Corporation (Printing Divi-
sion), 1969.

© L ner, Daniel. The Passing of Traditional Society: Modernizigg
\/ the Middle East. New York: The Free Press, 1958.

 

Pool, Ithiel de Sola. "Mass Media and Politics. " Communications
and Political Development. Edited by Lucian Pye. Prince-
ton, New Jersey: Princeton University Press, 1963.

 

Rogers, Everett M. , and Svenning, Lynne. Modernization Amo
Peasants: The Impact of Communication. New York: Holt,
Rinehart and Winston, Inc. , 1969.

 

@ Schramm, Wilbur. Mass Media and National Developmgnt: The
-- Role of Information in DevelopinLCountries. Stanford:
Stanford University Press, 1964.

9‘ .
et al. The New Media: Memo to Educational Planners.
‘PE/Amsterdam, Netherlands: UNESCO, 1967 .

"‘UNESCO. New Educational Media in Action: Case Studies for
Planners-ml. Amsterdam, Netherlands: UNESCO, 1967.

49 (@ New Educational Media in Action: Case Studies for
\ Liannersull. Amsterdam, Netherlands: UNESCO, 1967.

194

195

\7/
. New Educational Media in Action: Case Studies for
V /Planners--III. Amsterdam, Netherlands: UNESCO, 1967.

 

 

 

Public Documents

 

67

2g?

’ Fougeyrollas, Pierre. Television and the Social Education of
Women. Paris: UNESCO, 1967.

 

<7
Ghana. Government Statement on a Television Service by Messrs.

R. D. Cahoon and S. R. Kennedy of the Canadian Broad-
casting Corporation. Accra: The Government Printer,

 

 

 

1960. f
@ghana Broadcasting Corporation. Commercial Television Rate
' . Card No. 3, 1969.

 

 

GBC -TV Schools' Telecasts: Notes for the Class
Teacher General Science, First Year (Secondary_ Schools
& Training College571969/70. Accra: Wisdom Press,
1969.

 

 

 

GBC -TV Schools' Telecasts: Notes for the Class
Teacher General Science, Second Year (Secondary Schools

& TrainingColleges) 1969/70. Accra: Wisdom Press,
1969. ,

 

 

 

 

GBC -TV Schools' Telecasts, Geography: Notes for

the Class Teacher, Secondary Schoolsjand Training Colleges,
1970/71. Accra -Tema: The Ghana Publishing Corporation
(Printing Division), 1970.

 

 

 

GBC -TV Schools' Telecasts: Notes for the Class
Teacher Mathematics (Secondary Schools & TraininiCol-
leges) 1969770. Accra: Wisdom Press, 1969.

 

 

 

 

Xfl» . Television in Your Classroom: A Teacher' 8 Handbook.
"‘yccra: Wisdom Press.

 

 

Ghana. Central Bureau of Statistics. Economic Survey 1968.

 

Ghana. Ministry of Education. Education Report 1963 -67. Accra-
Tema: The Ghana Publishing Corporation (Printing Division),
1968.

 

196

Mensah, J. H. Republic of Ghana Budget Statement for 1970/71.
Accra ~Tema: The Ghana Publishing Corporation (Printing
.Division), 1970.

\41krumah, Kwame. Inauguration of Ghana Television Service:
L? Speech by Osagy-e—fo Dr. Kwame Nkrumah, President of the

‘ Republic of Ghana, at the Ceremony of Inauguration, July 31,
1965. Ghana Press Release No. 213/65. Accra-Tema:

The State Publishing Corporation (Printing Division), 1965.

Omaboe, E. N. The State of Ghana' s Economy Today. Accra-
Tema: The State Publishing Corporation (Printing Division),
1967. '

 

( “j UNESCO. Developinglnforniation Media in Africa: Press, Radio,
k7 Film, Television. Paris: UNESCO, 1962.

 

 

,' 7
@M . Meeting on the Introduction and Development of Tele-
)f vision in Africa, Lagos, Nigeria, 21 -29 September, 1964.
Paris: UNESCO, 1964.

 

@>LL . Social Education Through Television: An All India
V Radio-UNESCO Pilot Project. Paris: UNESCO, 1963.

 

Newspapers, Magazines and Journals

 

$53 Vgass, Abraham Z. "Promoting Nationhood Through Television in ‘94
‘ Africa. " Journal of Broadcasting, Vol. XIII, No. 2
(Spring, 1969) f

 

\J Chinebuah, I. K. (Minister of Information). "TV Will Educate,
C7) Inform and Entertain. " The Ghanaian Times, August 3,
1965.

 

Frimpong -Ansah, J. "Education Expenditure in Ghana. " Daily
Graphic, August 13, 1970.

"GBC Television Service Is Three Years Old. " The Broadcaster

 

,4?\ (Accra), 111, No. 4 (July-August, 1968).
hana Radig& Television Times, August 21, 1970.

 

l
\.
.

197

Ghana Reconstructs, III, No. 4, 1963.

 

~ . Harbison, Fredrick. "Education for Development. " Scientific
/ .. American, CCIX (September, 1963).

 

L/

 

\/"It' 3 Being Inaugurated Today. " The Ghanaian Times, July 31,

,9 1965.

RK Newlov -Mensah, K- "Put the TV into More Use." Daily Graphic,
@ " September 4, 1970.

 

 

Nyankumah, J. A. "5th Birthday of TV. " Daily Graphic, July 31,
1970.

 

  

eters, Alaba. "Film & TV in Africa: Tools or Toys?" Africa
Report, XV (November, 1970).

. ”./
./

 

p) wrovencal, E. N. 0. "Change in Programmes for GBC?" Daily
j Graphic, September 4, 1970.

. "P. M. on Ghana' 3 Education. " Daily Graphic,
August 28, 1970.

 

 

, Q J'Beminar on GBC' s Autonomy and How to Increase Earnings

(Part 2). " The Broadcaster, IV, No. 1 (January-March,

 

(

J t 1969L
713’) “zelevision Comes to Ghana. " Daily Graphic, July 31, 1965.

\

 

;
I

\

 

\
‘/ "TV Licence." Dan; Graphic, July 31, 1970.

Unpublished Material

 

Calder, I. R. F. "Report on Educational Test Transmissions by
GBC -TV from 15/11/65. " Accra: Ghana Broadcasting
Corporation, November 29, 1965. (Mimeographed.)

Ghana Broadcasting Corporation. "GBC -TV Schools' Telecasts:
Notes for‘the Class Teacher. English Literature
(Secondary Schools) 1970/71 (First Term). " 1970.

(Mimeographed. )

198

. _"TV Field Strength Survey," February 6, 1965.
(Mimeographed. )

 

Opoku, A. A. "Paper on Television Programmes." Accra: Ghana
Broadcasting Corporation, 1970. (Mimeographed.)

Taylor, J. S. "Ghana Broadcasting Corporation Television Studio
Center Operation. " Accra: Ghana Broadcasting Corpora-
tion, 1968. (Mimeographed.)

GENERAL REFERENCES

GENERAL REFERENCES

Books

 

Abraham, W. E. The Mind of Africa. Chicago: The University of
Chicago Press, 1962.

 

Almond, Gabriel S. , and Coleman, James S. (eds. ). The Politics
of Developing Areas. Princeton, N. J. : Princeton Uni-
versity Press, 1962.

 

 

Apter, David E. Ghana in Transition. 2nd ed. revised. New York:
Atheneum Press, 1963.

 

Berelson, Bernard, and Janowitz, Morris (eds.). Reader in Public
Opinion and Communication. Glencoe, Illinois: The Free
Press, 1950.

 

Carpenter, Edmund, and McLuhan, Marshall (eds.). Explorations
® in Communication. Boston: The Beacon Press, 1960.

 

 

*Cassirer, Henry R. Television Teaching Today. Paris: UNESCO,
1960.

 

Codding, George A., Jr. Broadcast'_1r_lg Without Barriers. Paris:
UNESCO, 1959.

 

Davison, Phillips W. International Political Communication. New .,
York: Frederick A. Praeger, Publishers, 1965.

Deutsch, Karl W. Nationalism and Social Communication. Cam- ,,«
bridge, Massachusetts: The M.I. T. Press, 1960.

Dexter, Lewis Anthony, and White, David Manning (eds. ). People,
Society, and Mass Communications. New York: The Free
Press of Glencoe, 1964.

 

199

200

Dizzard, Wilson. Television: AWorld View. Syracuse, New York:
Syracuse University Press, 1960.

 

Doob, Leonard W. Becoming More Civilized: A Psychological
Explanation. New Haven: Yale University Press, 1960.

 

 

Communication in Africa: A Search for Boundaries.
New Haven: Yale University Press, 1961.

 

 

@
XL Dumazedier, J. Television and Rural Adult Education. Paris:
UNESCO, 1956.

 

Fage, J. D. Ghana: A Historical Interpretation. Madison: The
University of Wisconsin Press, 1965.

 

Galbraith, John Kenneth. Economic Development. Cambridge,
Massachusetts: Harvard University Press, 1964.

 

Hanson, John W. Imagination and Hallucination in African Educa-
tion. East Lansing: Michigan State University, Institute
for International Studies in Education, 1967.

 

, and Brembeck, Cole S. (eds.). Education and the
Development of Nations. New York: 7 Holt, Rinehart and
Winston, 1966.

 

 

 

Heilbroner, Robert L. The Great Ascent. New York: Harper &
Row, 1963.

 

Hovland, Carl 1. et a1. Communication and Persuasion: Psycho-
logical Studies of Opinion Chang_. New Haven: Yale Uni-
versity Press, 1953.

 

 

Hunter, Guy. The New Societies of Tropical Africa. London:
Oxford University Press, 1962.

 

Jackson, Barbara Ward. The Rich Nations and the Poor Nations.
New York: Norton & Co. , 1962.

 

Jennings, Sir Ivor W. The Approach to Self -Government Boston:
Beacon Press, 1963.

 

Kimble, David. A Political History of Ghana: The Rise of the Gold
Coast Nationalism, 1850 -1928. Oxford: Clarendon Press,
1963.

 

 

201

*Kinane, K. Educational Television in Developigggountries. Tokyo:
Nipon Hoso Kyokai, 1965.

  

Klapper, Joseph T. The Effects of Mass Communication. Glencoe,
Illinois: The Free Press, 1960.

Malinowski, Bronislaw. The Dynamics of Culture Change. New
Haven: Yale University Press, 1961.

McLuhan, Marshall. The Gutenberg Galaxy: The Makirg of Typo-
gr_aphic Man. Toronto: University of Toronto Press, 1962.

 

Understanding, Media: The Extensions of Man. New
York: McGraw -Hill Book Co. , 1965.

 

Mead, Margaret (ed. ). Cultural Patterns and Technical Change.
New York: The New American Library of World Literature,
Inc. , 1957 .

Oliver, Roland (ed. ). The Middle Agg of African History. London:
Oxford University Press, 1967.

Rogers, Everett M. Diffusion of Innovations. Glencoe, Illinois:
Free Press, 1962.

 

Ross, Emery and Myrta. Africa Disturbed. New York: Friendship
Press, 1959.

 

1K Rossi, Peter H. , and Biddle, Bruce J. (eds. ). _'_I‘he New Media and
‘ Education. New York: Anchor Books, Doubleday 8: Co. ,
Inc. , 1967.

 

Rostow, W. W. The Stages of Economic Growth: A Ngn -Communist
Manifesto. London: Cambridge University Press, 1960.

 

Schramm, Wilbur (ed.). Mass Communications. 2nd ed. Urbana:
University of Illinois Press, 1960.

 

The Process and Effects of Mass Communication.
Urbana: University of Illinois Press, 1961.

Responsibility in Mass Communications. New York:
Harper and Bros. ,7 1957.

Y.

202

. The Science of Human Communication. New York:
Basic Books, Inc. , 1963.

 

Seligman, G. C. Races of Africa. 4th ed. London: Oxford Uni-
versity Press, 1966.

 

1‘ESiepman, Charles A. Radio, Television, and Society. New York:
Oxford University Press, 1950.

 

Television and Education in the United States. Paris:

UNESCO, 1952 .
[.29

—¥\ Smith, Mary Howard. Using Television in the Classroom: Midwest

Program on Airborne Television Instruction. New York:

‘ 62“ McGraw -H111 Book Co., Inc., 1961.

2% cker, Nicholas. Understanding the Mass Media: A Pragtical

Approach for Teaching. Cambridge: Cambridge University
Press, 1966.

 

Wiedner, Donald L. A History of Africa South of the Sahara. New
York: Random House, 1962.

Wright, Charles R. Mass Communication: A Sociological Per-
spective. New York: Random House, Inc., 1959.

Public Documents

 

Bucknell, Jack. The Use of Audio -V isual Aids in Education for K
International Understandinjg. Hamburg: UNESCO, 1966.

 

Chu, Godwin C. , and Schramm, Wilbur. Learnigg from Television:
What the Research Says. Washington, D. C. : National Asso-
ciation of Educational Broadcasters, 1967.

 

Ghana Broadcasting Corporation. GBC -TV Schools' Telecasts:
Notes for the Class Teacher, History (Secondary Schools
& Training Colleges) 1969/70.

 

. GBC -TV Schools' Telecasts: Notes for the Class.
Teacher, Teaching_ Methods (Training Colleges) 1969/70.
Accra: Wisdom Press, 1969.

 

203

. 30 Eventful Years of Broadcasting in Ghana. Accra-
Tema: The State Publishing Corporation (Printing Division),
1965.

 

 

Ghana. Central Bureau of Statistics. Economic Survey 1967. Accra-
Tema: The Ghana Publishing Corporation (Printing Division),
1968.

 

Ghana Government. Recommendations on the Establishment of Tele-
vision Service in Ghana. Accra: The Government Printer,
1959.

 

 

Report by the Auditor -General on the Accounts of
Ghana for the Period lst January, 1965, to 30th June, 1966.
Accra -Tema: The State Publishing Corporation (Printing
Division), 1968.

 

 

White Paper on the Report of the Education Review “
Committee. Accra -Tema: The State Publishing Corpora-
tion (Printing Division), 1968.

 

 

 

Huth, Arno G. Communications Media in Tropical Africa. Wash-
ington, D. C. : International Cooperation Administration,
1962. ’

 

Masland, John W. Educational Development in Africa: The Role of
United States Assistance. New York: Education and World
Affairs, 1967.

 

 

Mensah, J. H. Budget Statement for 1969-70. Accra -Tema: The
Ghana Publishing Corporation (Printing Division), 1969.

 

UNESCO. DevelopingMass Media-in Asia. Paris: UNESCO, 1960.

 

9%. . Mass Media in the Developing Countries: A Report to
the United Nations. Paris: UNESCO, 1961.

 

 

 

. Radio Broadcastirig Serves Rural Development. Paris:
UNESCO, 1965.

 

 

Radio and Television in the Service of Education and
Development in Asia. Paris: UNESCO, 1962.

 

 

 

204

Report of the Meeting on Educational Broadcasting in

 

Tropical Africa: Meeting Held at Moshi, Tanganyika, 1961.
Paris: UNESCO, 1961.

Rural Television in Japan: A Report on an Experiment

 

 

in Adult Education. Paris: UNESCO, 1960.

 

. Space Communication and the Mass Media. Paris:
UNESCO, 1963.

 

World Communication: Press, Radio, Television,

 

 

Film. Paris: UNESCO, 1964.

 

United Nations. General Assembly. Broadcasting from Satellites,

 

Working Paper Submitted to the Working -Group on Direct
Broadcast Satellites by the Australian Delegation (March 27,
1969).

 

 

 

Broadcasting from Satellites, Working Paper Submitted

 

by Canada and Sw-Eien to the Second Sessio-n of the Working
Group on Direct Broadcast Satellites (June 20, 1969).

 

 

Broadcasting from Satellites, Working Paper Submitted

 

by France to m:Second Session of the Working Group on
Direct Broadcast Satellites (June 30, 1969).

 

 

Direct Broadcasting by Satellite: The Implications for

 

UNESCO' 8 Programme: Working Paper Submitted to the
Sgcond Session of the Working Group on Direct Broadcast
Satellites by the UNESCO Secretariat (June 20, 1969).

 

 

 

Newspapers, Magazines and Journals

 

Africa Report. 1963-70.

 

Arms, George. "Television Comes to Africa. " NAEB Journal,

 

XX, No. 2 (1961).

Bled, Cynthia E. "Review of Audience Research in Some Develop-

ing Countries of Africa. " Journal of Broadcasting, XIII,
No. 2 (Spring, 1969).

 

205

Daily Graphic. 1965 -70.

 

Davison, Phillips W. "On the Effects of Communication. " Public
Opinion Quarterly, Fall, 1959.

 

Evening News (Ghana). 1965-66.

 

EBU Review. 100B, 63 (November, 1966).

 

Ghana Radio & Television Times. 1969-1970.

 

Ghanaian Times. 1956 -1970.

 

Journal of Broadcasting. 1967 -1970.

 

Unpublished Material

 

Ghana Broadcasting Corporation. "Production Department, " 1970.
(Mimeographed.)

"Television Field Strength," 1965. (Mimeographed.)

 

. "Things to Look for in Determining Suitability of
Film, " 1965. (Mimeographed.)

 

Kwawukume, O. A. "Our Experience with V. T. R. Operation. "
Ghana Broadcasting Corporation, 1968. (Mimeographed.)

McCoby, Nathan, and Comstock, George. "Educational Television
in Developing Countries. " Paper presented at Symposium
on Communication Theory and Research at the University
of Montana, Kansas City, March 25, 1965.

Murphy, Bernard J. "The Role of Radio Broadcasting in the Devel-
opment of Tropical Africa. " (Unpublished Master' 3 Thesis,
School of Public Communication, Boston University, 1965).

Opong, N. A. "Ghana Broadcasting Corporation Television Trans-
mitters Coverage, " 1968. (Mimeographed.)

Taylor, J. S. "Television Equipment Maintenance Problems in a
Developing Country, " 1970. (Mimeographed.)

 

 

   

 

206

Torto -Gilbertson, Horace. "Evaluation of Utilisation of G. B. C.
Schools Television Service, " Terms 1—3, 1969-70; Term 1,
1970 -7 1. (Mimeographed.)

Welbeck, Paa -Bekoe H. O. "From a Distant Window. " Unpublished
Master' 8 Thesis, School of Public Communication, Boston
University, 1968.

APPENDICES

APPENDIX A

CORRESPONDENCE

APPENDIX A

CORRESPONDENCE - - CANADA

207

Paa -Bekoe Welbe ck

525 S. Hayford Avenue
Lansing, Michigan 48912
U. S. A.

April 17, 1970

Canadian Broadcasting Corporation
International Service

PO. Box 500

Terminal "A"

Toronto, Canada

Dear Sir,

I am a Ghanaian student working on my Ph. D. at Michigan
State University; my field is Instructional Development and Tech-
nology or, as some call it, Educational Media.

I am planning to visit Ghana in July so that I can collect
some data on the status of television in the country. I hope that
would give me the information I need for my dissertation, whose
tentative title is ”Ghana Television--the First Five Years. "

Other than scanty letters from friends at home, I have not
been able to get. any official reports on the subject anywhere around
here. It is very important for me to get some basic, official infor-
mation on the subject now since I can only spend one month in Ghana.

I have been told that the Canadian Broadcasting Corporation
gave a lot of assistance to Ghana in the planning, training of person-
nel and introducing television in Ghana. I suspect then that you may
have some official reports on the subject. I would therefore be very
grateful if you could send me some information on the subject. I
would certainly pay for any expenses involved.

On the other hand, if such information cannot be sent to me,
I can come over to Toronto and read it. Ihope you would give this
letter a favorable consideration. Thank you in advance.

Sincerely yours,

Paa -Bekoe Welbeck

208

CANADIAN BROADCASTING CORPORATION
INTERNATIONAL SERVICE
P. O. Box 500
Terminal "A"

Toronto, Canada
April 23, 1970

Mr. P. -B. Welbeck,

525 S. Hayford Avenue,
Lansing, Michigan 48912,
U.S.A.

Dear Mr. Welbeck:

Further to your letter dated April 17, 1970, concerning
your Ph. D. thesis on "Ghana Television-- The First Five Years".

I have passed your letter to Mr. Gilbert Dinelle, Overseas
& Foreign Relations, CBC, Ottawa, and he will be contacting you.
He did inform me that there are indeed a number of reports on the
subject.

Yours truly,

Kelvin A. Lack
International Service Representative

kal/vjh

209

CANADIAN BROADCASTING CORPORATION
SOCIETE RADIO - CANADA
1500 Bronson Avenue
Ottawa, Ontario
April 27, 1970

Mr. P. -B. Welbeck,
525 S. Hayford Avenue,
Lansing, Mich., 48912,
U.S.A.

Dear Mr. Welbeck:

Mr. Lack of the International Service in Toronto has
referred your letter of April 17th to me for reply.

‘.

We do indeed have in our files progress reports on the
introduction of television in Ghana. The introduction of television
in Ghana was a jointproject of the government of Ghana and the
Canadian government through the Canadian International Development
Agency. Although the Canadian advisors were CBC personnel, they
were seconded to CIDA and responsible to that Agency for the project
and not to the CBC. Their progress reports were therefore addressed
to CIDA and not the CBC and we are therefore not authorized to
release these documents. You Should address your request to the
Director of Information, The Canadian International Development
Agency, 75 Albert Street, Ottawa, Ontario.

Our file on this project is quite voluminous andthere are
some public documents, such as press releases and published
articles, which could be made available to you. I shall mail these to
you this week. Once you have looked at this material and after you
have contacted CIDA, please do not hesitate to write again if we can
be of further assistance.

Yours sincerely,

Gilbert Dinelle,
Overseas and Foreign
Relations Officer.

210

Paa -Bekoe Welbeck

525 S. Hayford Ave.
Lansing, Michigan 48912
May 2nd, 1970

Mr. Kelvin A. Lack

International Service Representative
Canadian Broadcasting Corporation
International Service

Toronto, Canada

Dear Mr. Lack:

This is to acknowledge receipt of your reply (to my letter.
Thank you very much.

Mr. Gilbert Dinelle has replied to my request by sending
me some valuable information on Ghana Television. . He has further
given me an address where I can write for information on reports
which he is not empowered to release to the public. I am writing to
that address.

I must thank you very sincerely for the promptness with
which you responded to my request. I will acknowledge your help

whenI write the dissertation.

Respectfully yours,

Paa -Bekoe Welbeck

211

Paa ~Bekoe Welbeck

525 S. Hayford Ave.
Lansing, Michigan 48912
May 2, 1970

Mr. Gilbert Dinelle

Canadian Broadcasting Corporation
Overseas and Foreign Relations
1500 Bronson Avenue

Ottawa, Ontario, Canada

Dear Mr. Dinelle:

This is to acknowledge receipt of your letter and the
materials you sent me on Ghana Television. You would be sur-
prised to know that they are the first bits of information I have
read on the subject as far as official Ghanaian government state-
ments are concerned. I must thank you very sincerely for your
help.

I am writing a letter (to be supported by my academic
adviser' s) to the address you gave me. I hope that the Canadian
government would let me have copies of the progress reports on
the subject. With your permission I will mention your name in my
lists of acknowledgement when I write the dissertation. Once
again, accept my utmost thanks for your assistance.

Respectfully yours ,

Paa -Bekoe Welbeck

212

MICHIGAN STATE UNIVERSITY
Instructional Media Center
East Lansing, Michigan 48823
May 4, 1970

Mr. Gilbert Dinelle

Overseas and Foreign Relations Officer
Canadian Broadcasting Corporation
1500 Bronson Avenue

Ottawa, Ontario

Dear Mr. Dinelle:

Mr. Paa -Bekoe Welbeck has provided me with a copy of
yourletter of April 27, 1970, concerning information on the intro-
duction of television in Ghana. I would like to personally thank you
for taking an interest in Mr. Welbeck' 5 search for-information in
order to complete his Ph. D. thesis.

Enclosed is a copy of a letter that I am sending to the
Director of Information at the Canadian International Development
Agency, asking for as much cooperation as is possible on behalf of
Mr. Welbeck.

Again, many thanks for your kindness to this very deserv-
ing young student.

Sincerely,

Elwood E. Miller, Director
E. P. D. A. Media Institute
Associate Professor of Education

EEM:bb
Enclosure

213

Paa -Bekoe Welbeck

525 S. Hayford Ave.
Lansing, Michigan 48912
U. S.A.

October 21, 1970

Mr. Gilbert Dinelle .

Canadian Broadcasting Corporation
Overseas and Foreign Relations
1500 Bronson Avenue

Ottawa, Ontario, Canada

Dear Mr. Dinelle :.

Once again, I am writing to you for some assistance. I was
able to visit Ghana this past Summer as I planned. I managed to get
some useful informationon Ghana Television. I was, however, dis -
appointed that there were no records available on many areas that I
deemed relevant to my thesis. Apparently, there. is no central area
at the broadcasting housewwhere such materials are stored for
researchers. ,1 had to dig out bits from here and there.

I still find the press releases you sent me very helpful
indeed. Unfortunately, I have not been able to identify some sources
of some of the releases you sent me. I have enclosed copies of those
releases so that you may help me identify from what sources they
were taken. This would help me in my footnotes and bibliography.

I hope you will oblige. Once again, accept my sincere thanks.

Respectfully yours,

Paa ~Bekoe Welbeck

214

CANADIAN BROADCASTING CORPORATION
SOCIE TE RADIO-CANADA
1500 Bronson Avenue
Ottawa, Ontario
October 27, 1970

Mr. Paa -Bekoe Welbeck,
525 Hayford Avenue,
Lansing, Michigan, 48912,
U. S. A.

Dear'Mr. Welbeck:

. It was good to hear from you again. I am happy to hear
that you were able to get some useful information while you were in
Accra last summer, in spite of the difficulty in locating records.

. I have gone back to our own files but, unfortunately, no
source was indicated for any of the clippings you sent me. The only
additional clue that I can offer is that the article "Television will
reflect our culture" was taken from an Accra newspaper; I realize
this isn' t very helpful.

I have been able to locate a copy of the original Kennedy-
Cahoon Recommendations on the establishment of televisionin Ghana
and I am enclosing a copy, along with the Ghana Government state-
ment on the report.

It occurs to me that another source of information for you
would be the firm of N. J. Pappas & Associates, Consulting
Engineers, 5253 Décarie Boulevard, Montreal, Canada. This firm,
as you know, produced designs and tendered specifications for the
TV studio centre in Accra, and the supporting network of micro-
wave links and transmitters.

Again, best of luck in your research.

Yours sincerely,

Gilbert Dinelle,
Overseas and Foreign
Relations Officer.

215

Paa -Bekoe Welbeck

525 S. Hayford Ave.
Lansing, Michigan 48912
May 4, 1970

Director of Information

The Canadian International Development
Agency

75 Albert Street

Ottawa, Ontario

Canada

Dear Sir,

«I am Paa-Bekoe Welbeck from Ghana. I am presently at
the dissertation stage in the doctoral program in Instructional
Development and Technology at Michigan State University.

The tentative topic of my dissertation is "Ghana Television
—-The First Five Years. " I plan to spend one monththis Summer
in Ghana so that I can gather data for the study.

For the time being, I am preparing a proposal for the study.
Unfortunately, a search through the libraries around here has
yielded me absolutely nothing on the subject.

Some officials at the CBC in Ottawa have suggested that I
contact you since your agency worked closely with the government
of Ghana in planning and introducing television in the country. I
understand you do receive progress reports on the subject from
time to time.

I would be very grateful if you could make available to me
some of these reports and other-information which you think may
help me in getting a picture of the present status of television in
Ghana. Specifically, I would be very grateful if you could give me
some information on the following sub -topics:

Page 2

216

History, structure (relationship with other ministries, such
as, the ministry of education and information) of Ghana
Television.

Rationale -- official government statements on why television
was being introduced in Ghana.

The extent to which television is used in education--broad -
casts to schools and special audiences, etc.

Resources and distribution of facilities (receiver sets, etc.)
in schools and communities (if any).

Recruitment and training of television staff and personnel.
Problems -- past and present-- attempted solutions.
Goals of Ghana Television.

The information I have asked for will undoubtedly be invalu-

able in providing me with a background to television in Ghana and
help me plan carefully what to expect and procure during the brief
period I will spend in Ghana.

I can assure you that the information will be used exclu-

sively for my proposal andstudydesign and for nothing else. My
academic adviser, Dr. Elwood Miller, is writing a letter to support
my request. I hope you will act upon it favorably. Thank you in

advance.

Truly yours ,

Paa -Bekoe Welbeck

217

MICHIGAN STATE UNIVERSITY
Instructional Media Center
East Lansing, Michigan 48823
May 4, 1970

Director of Information

The Canadian International Development Agency
75 Albert Street

Ottawa, Ontario

Dear Sir:

May I take a moment of your time to support a request from
Mr. Paa -Bekoe Welbeck, a citizen of Ghana and a graduate student
at Michigan State University, for information concerning the develop-
ment of educational television in his home country. Mr. Welbeck is
interestedin doing an in-depth survey and report on the development
and status of educational broadcasting in Ghana and will need as much
information as is possible to come by for this report.

It is my feeling as his major advisor thatthe document he
proposes to write will be enormously useful to thoseinterested in
educational broadcasting in Ghana as well as a fine intellectual exer-
cise for Mr. Welbeck himself. I would appreciate anything that you
can do to provide Mr. Welbeck with suitable information as he pur-
sues this problem.

Mr. Gilbert Dinelle, the Overseas and Foreign Relations
Officer of the Canadian Broadcasting Corporation, has suggested to
Mr. Welbeck that he contact you and I am Simply sending this letter
along to reinforce his inquiry.

Sincerely,

Elwood E. Miller, Director
E. P. D. A. Media Institute
Associate Professor of Education

EEM:bb

218

CANADIAN INTERNATIONAL DEVELOPMENT AGENCY
AGENCE CANADIENNE DE DEV ELOPPEMENT INTERNATIONAL
Ottawa 4
File: 892 -W
June 23, 1970

Mr. P. -B. Welbeck,
525 S. Hayford Avenue,
Lansing, Michigan.

Dear Mr. Welbeck:

In reply to the letter seeking detailedinformation for your
thesis, "Ghana Television--the First Five Years", unfortunately it
seems that we can offer you very little assistance.

The Commonwealth Africa Section of our Flaming Division
suggests that you write to Frank Goodship, a Canadian adviserwith
UNESCO, whose background knowledge in this field would likely be
of value to you. We have been told that Mr. Goodship is returning
to Canada but no —one seems certain just when he will arrive.
UNESCO' s Ottawa office gives his mailing address as:

Mr. F. Goodship,
Program Specialist,
Radio and Television,
UNESCO,

Place de Fontenoy, 75,
Paris 7, France.

A search of our library revealed only two publications that
might be of marginal relevance--N. L. C. Decree No. 226, Ghana
Broadcasting Corporation, 1968 (State Publishing Corporation (Print-
ing Division), Accra -Tema); and An African Experiment in Radio
Forums for Rural Development-~Ghana, 1964-65 (1968, Division of
Free Flow of Information, UNESCO, Place de Fontenoy, Paris--7e).

 

 

 

 

I regret that we cannot be more helpful, but wish you every
success in your doctoral work.

Yours sincerely,

Lyle Cameron,
Acting Director,
Information Division.

APPENDIX A

CORRESPONDENCE - - GHANA

219

MICHIGAN STATE UNIVERSITY
Instructional Media Center
East Lansing, Michigan 48823
April 28, 1970

Director General

Ghana Broadcasting Corporation
P.O. Box 1633

Accra, Ghana

Dear Sir:

I am Paa -Bekoe Welbeck, a second year doctoral candidate
in Instructional Development and Technology (Media and Education)
at Michigan State University. I hold a Master' 3 degreeinbroad-
casting from the School of Public Communication, Boston University.

I am now at the stage of writing my dissertation as a partial
fulfillment of the requirements of the Ph. D. degree.

I am very interested in doing a study of Television in Edu-
cation in Ghana. Unfortunately, a search through theli'terature in
the libraries around here has yielded no information on the subject.

I have an opportunity to spend one month in Ghana sometime
in July -August, 1970. I would be very grateful if you could help me
in gathering data related to the subject. Specifically, I wish to know
if you would be kind enough, to permit me the use of your library so
that I could search throughresearch reports, statements and infor-
mation on the folloWing topics:

1. History, structure and rationale for introducing television
in Ghana.

2. The extent to which television is used in education--broad -
casts to schools, special audiences, etc.

3. Problems and future goals of television in Ghana.

Finally, I would be grateful if you could grant me permis -
sion to interview you and/ or a few of your staff members in the
television section.

May I thank you in advance for your help.
Respectfully yours,

Paa -Bekoe Welbeck

220

MICHIGAN STATE UNIVERSITY.
Instructional Media Center
East Lansing, Michigan 48823
April 28, 1970

The Hon. William Ofori -Attah
Minister of Education
Ministry of Education

Accra, Ghana

Dear Sir:

, I am Paa -Bekoe Welbeck, a second year doctoral candidate
in Instructional Development and Technology (Media and Education)
at Michigan State University. I hold a Master' 8 degree in broad-
casting from the School of Public Communication, Boston University.

I am now at the stage of writing my dissertation as a partial
fulfillment of the requirements of the Ph. D. degree.

I am very interested in doing a study of Television in Edu-
cation in Ghana. Unfortunately, a search through the-literature in
the libraries around here has yielded no information on the subject.

I have an opportunity to spend one month in Ghana sometime
in July -August, 1970. I would be very grateful if you could help me
in gathering data related to the subject. Specifically, Iwish to know
if you would be kind enough to permit me the use of your library so
that I could search through research reports, statements and infor-
mation on the following topics:

1. History, structure and rationale for introducing television
in Ghana.

2. The extent to which televisionis usedin education--broad-
casts to schools, special audiences, etc.

3. Problems and future goals of television in Ghana.

Finally, I would be grateful if you could grant me permis -
sionto interview you and/or a few of your staff members in the
television section.

May I thank you in advance for your help.

Respectfully yours,

Paa -Bekoe Welbeck

221

MICHIGAN STATE UNIVERSITY
Instructional Media Center
East Lansing, Michigan 48823
April 28, 1970

The Permanent Secretary
Ministry of Information/ Broadcasting
Accra, Ghana

Dear Sir:

I am Paa —Bekoe Welbeck, a second year doctoral candidate
in Instructional Development and Technology (Media and Education)
at Michigan State University. I hold a Master' 8 degree in broad-
casting from the School of Public Communication, Boston University.

I am now at the stage of writing my dissertation as a partial
fulfillment of the requirements of the Ph. D. degree.

I am very interested in doing a study of Television in Edu-
cation in Ghana. Unfortunately, a search through the literature in
the libraries around here has yielded no information on the subject.

I have an opportunity to spend one month in Ghana sometime
in July -August, 1970. I would be very grateful if you could help me
in gathering data related to the subject. Specifically, I wish to know
if you would be kind enough to permit me the use of yOur library so
that I could search through research reports, statements and infor-
mation on the following topics:

1. History, structure and rationale for introducing television
in Ghana.

2. The extent to which television is used in education--broad-
casts to schools, Special audiences, etc.

3. Problems and future goals of television in Ghana.

Finally, I would be grateful if you could grant me permis -
sion to interview you and/or a few of your staff members in the
television section.

May I thank you in advance for your help.

Respectfully yours,

Paa -Bekoe Welbeck

222

MICHIGAN STATE UNIVERSITY
Instructional Media Center
East Lansing, Michigan 48823
April 28, 1970

The Permanent Secretary
Ministry of Education
Accra, Ghana

Dear Sir:

I am Paa -Bekoe Welbeck, a second year doctoral candidate
in Instructional Development and Technology (Media and Education)
at Michigan State University. I hold a Master' 8 degree in broad-
casting from the School of Public Communication, Boston University.

I am now at the stage of writing my dissertation as a partial
fulfillment of the requirements of the Ph. D. degree.

I am very interested in doing a study of Television in Edu-
cation in Ghana. Unfortunately, a search through the literature in
the libraries around here has yielded no information on the subject.

I have an opportunity to spend one month in Ghana sometime
in July -August, 1970. I would be very grateful if you could help me
in gathering data related to the subject. Specifically, I wish to know
if you would be kind enough to permit me the use of your library so
that I could search through research reports, statements and infor—
mation on the following topics:

1. History, structure and rationale for introducing television
in Ghana.

2. The extent to which television is used in education-—broad-
casts to schools, special audiences, etc.

3. Problems and future goals of television in Ghana.

Finally, I would be grateful if you could grant me permis -
sion to interview you .and/or a few of your staff membersin the
television section.

May I thank you in advance for your help.

Respectfully yours,

Paa -Bekoe Welbeck

223

MICHIGAN STATE UNIVERSITY
Instructional Media Center
East Lansing, Michigan 48823
April 28, 1970

Director General

Ghana Broadcasting Corporation
P.O. Box 1633

Accra, Ghana

Dear Sir:

Enclosed is a letter from Mr. Paa -Bekoe Welbeck, who is
a graduate advisee of mine on a Doctor of Philosophy degree program
at Michigan State University in East Lansing, Michigan.

Mr. Welbeck is well grounded in communication theory and
general education and is desirous of doing an in -—depth.survey of the
status of educational television in Ghana. I think Mr. Welbeck has
superb credentials to carry forth this study and to create a document
that would be of immense value to the government officials in your
country who are concerned with better teaching andlearning for the
children of Ghana.

I would consider it a great personal favor if you would be
willing to give Mr. Welbeck a bit of your time as well as access to
certain information that he will need to do a scholarly in -depth study
of educational television in Ghana. I am satisfied that Mr. Welbeck
will do an excellent job in the preparation of the report.

Your consideration of my request in support of Mr. Welbeck
is sincerely and deeply appreciated.

V ery sincerely yours,

Elwood E. Miller, Director
E. P. D.A. Media Institute
Associate Professor of Education

EEM:bb
Enclosure

224

MICHIGAN STATE UNIVERSITY
Instructional Media Center
East Lansing, Michigan 48823
April 28, 1970

The Permanent Secretary
Ministry of Information/Broadcasting
Accra, Ghana

Dear Sir:

Enclosed is a letter from Mr. Paa -Bekoe Welbeck, who is
a graduate advisee of mine on a Doctor of Philosophy degree program
at Michigan State University in East Lansing, Michigan.

Mr. Welbeck is well grounded in communication theory and
general education and. is desirous of doing an in-depth survey of the
status of educational television in Ghana. I think Mr. Welbeck has
superb credentials to carry forth this study and to create a document
that would be of immense value to the government officials in your
country who are” concerned with better teaching and learning for the
children of Ghana.

I would consider it a great personal favor if you would be
willing to give Mr. Welbeck a bit of your time as well as access to
certain information that he will need to do a scholarly in-depth study
of educational television in Ghana. I am satisfied that Mr. Welbeck
will do an excellent job in the preparation of the report.

Your consideration of my request in support of Mr. Welbeck
is sincerely and deeply appreciated.

V ery sincerely yours,

Elwood E. Miller, Director
E. P. D. A. Media Institute
Associate Professor of Education

EEM:bb
Enclosure

225

MICHIGAN STATE UNIVERSITY
Instructional Media Center
East Lansing, Michigan 48823
April 28, 1970

The Hon. William Ofori -Attah
Minister of Education
Ministry of Education

Accra, Ghana

Dear Sir:

Enclosed is a letter from Mr. Paa -Bekoe Welbeck, who is
a graduate advisee of mine on a Doctor of Philosophy degree program
at Michigan State University in East Lansing, Michigan.

Mr. Welbeck is well grounded in communication theory and
general education and is desirous of doing an in-depth survey of the
status of educational television in Ghana. I think Mr. Welbeck has
superb credentials to carry forth this study and to create a document
that would be of immense value to the government officials in your
country who are concerned with better teaching and learning for the
children of Ghana.

I would consider it a great personal favor if you would be
willing to give Mr. Welbeck a bit of your time as well as access to
certain information that he will need to do a scholarly in -depth study
of educational television in Ghana. I am satisfied that Mr. Welbeck
will do an excellent job in the preparationof the report.

Your consideration of my request in support of Mr. Welbeck
is sincerely and deeply appreciated.

V ery sincerely yours,

Elwood E. Miller, Director
E. P. D. A. Media Institute
Associate Professor of Education

EEM:bb
Enclosure

226

MICHIGAN STATE UNIVERSITY
Instructional Media Center
East Lansing, Michigan 48823
April 28, 1970

The Permanent Secretary
Ministry of Education
Accra, Ghana

Dear Sir:

Enclosed is a letter from Mr. Paa -Bekoe Welbeck, who is
a graduate advisee of mine on a Doctor of Philosophy degree program
at Michigan State University in East Lansing, Michigan.

Mr. Welbeck is well grounded in communication theory and
general education and is desirous of doing an in -depth survey of the
status of educational television in Ghana. I think Mr. Welbeck has
superb credentials to carry forth this study and to create a document
that would be of immense value to the government officials in your
country who are concerned with better teaching and learning for the
children of Ghana.

I would consider it a great personal favor if you would be
willing to give Mr. Welbeck a bit of your time as well as access to
certain information that he will need to do a scholarly in -depth study
of educational television in Ghana. I am satisfied that Mr. Welbeck
will do an excellent job in the preparation of the report.

Your consideration of my request in support of Mr. Welbeck
is sincerely and deeply appreciated.

V ery sincerely yours,

Elwood E. Miller, Director
E. P. D.A. Media Institute
Associate Professor of Education

EEM:bb
Enclosure

227

Telegraphic Address Telephone 21161
BROADCAST, ACCRA

BY AIRMAIL

 

My Ref. No. EIC. 96/Vol. 6/158

 

GHANA BROADCASTING CORPORATION
Broadcasting House, PO. Box 1633
Accra, Ghana
16th May, 1970.

Mr. Welbeck,

I refer to your letter of 28th April, 1970 and would like to
inform you that this Corporation would be pleased to give you any
assistance you require in the preparation of your theses for the
degree of Ph. D.

Yours sincerely,

(J. K. Asare)
Ag. Director -General.

Mr. Paa —Bekoe Welbeck,
Michigan State University,
East Lansing,

Michigan 48823.

228

Ref. No. EP. 2238/TJ. 1/24.

 

MINISTRY OF EDUCATION
P.O. Box M. 45
Accra
19th May, 1970

Sir,

EDUCA TIONAL TELEVISION

 

Thank you for your letter dated 28th April, 1970. This
Ministry will be happy to give you whatever information you may
require on the subject.

I have the honour to be,
Sir,
Your Obedient Servant,

(S. D. DODOO)
for PRINCIPAL SECRETARY.

Mr. Paa -Bekoe Welbeck
Michigan State University,
East Lansing,

Michigan.

Copy to: Mr. Elwood E. Miller
Michigan State University
East Lansing,
Michigan.

AR.

229

I/G/ IO/Vol. iv/7

MINISTRY OF INFORMATION
P.O. Box 745
Accra
2nd May, 1970

Dear Sir,

I refer to your letter dated 28th April, 1970, and its
enclosure.

2. I am to inform you that your graduate advisee,
Mr. Welbeck will be given every possible assistance during his
research days in Ghana.

3. The Acting Director —General of Ghana Broadcasting
Corporation has indeed signified his willingness to help Mr. Wel-
beck when he arrives.

Yours faithfully,

FOR: AG. PRINCIPAL SECRETARY
(KWAKU KUNADU)

Professor Elwood E. Miller,
Director E. P. D.A. Media Institute,
Michigan State University,

East Lansing,

Michigan.

Copy to: Ag. Director-General,
Ghana Broadcasting
Corporation, Accra.

230

My Ref. No. G. 47/42.

MINISTRY OF EDUCATION
(Inspectorate Branch)
P.O. Box M. 188)

Accra
2nd June, 1970

MR. PAA -BEKOE WE LBECK - - MICHIGAN
STATE UNIVERSITY

 

 

I have to refer to your letter dated 28th April, 1970,
addressed to the Principal Secretary and to inform you that, during
your stay in Ghana, arrangements would be made to enable you to
have access to the Library and the Audio -Visual Aids Department,
at the Ministry' 3 Curriculum, Research and Development Unit.

S. DEHEER (MRS.)
for CHIEF INSPECTOR.

Mr. Paa -Bekoe Welbeck,
Michigan State University,
East Lansing,

Michigan.

Copy to: The Principal Secretary,
Ministry of Education,
PO. Box M. 45,
Accra.

The Deputy Chief Educ. Officer,
C. R. D. U.,

P.O. Box 2739,

Accra.

FA.

231

Paa -Bekoe Welbeck

525 S. Hayford Ave.
Lansing, Michigan 48912
19th June, 1970

The Acting Director

Ghana Broadcasting Corporation
Broadcasting House, P.O. Box 1633
Accra, Ghana

Dear Sir,

This is to acknowledge receipt of your letter dated
16th May, 1970.

I plan to arrive in Ghana around the 15th of August, 1970.
I will call the Ghana Broadcasting Corporation as soon as I arrive
and make an appointment to see you so that I can give you the out-
line of the kind of information I need for my thesis.

Meanwhile, I must thank you sincerely for the great
assistance you are giving me.

Respectfully yours,

(Paa ~Bekoe Welbeck)

 

All... .I. lull... iii‘

 

232

Paa -Bekoe Welbeck

525 S. Hayford Ave.
Lansing, Michigan 48912
19th June, 1970

Principal Secretary
Ministry of Education
P. O. Box M. 45

Accra, Ghana
Dear (Sir,

This is to acknowledge receipt of your letter dated
19th May, 1970.

I plan to arrive in Ghana around the 15th of August, 1970.
I will call your office as soon as I arrive and make an appointment

to see you so that I can give you an outline of the kind of information
I am seeking for my thesis.

Meanwhile, I must thank you sincerely for the great
assistance you are giving me.

Respectfully yours,

(Paa -Bekoe Welbeck)

233

Paa -Bekoe Welbeck

525 S. Hayford Ave.
Lansing, Michigan 48912
19th June, 1970

Acting Principal Secretary
Ministry of Information
P.O. Box 745

Accra, Ghana

Dear Sir,
This is to acknowledge receipt of your letter dated

let May which was addressed to my major adviser, Dr. Elwood E.
Miller.

I plan to arrive in Ghana around the 15th of August, 1970.
I will call your office and arrange for an appointment to see you so
that I can give you an outline of the kind of information I am seeking
for my dissertation.

Meanwhile, I must thank you sincerely for the great
assistance you are giving me.

Respectfully yours,

(Paa -Bekoe Welbeck)

234

Paa -Bekoe Welbeck

525 S. Hayford Ave.
Lansing, Michigan 48912
19th June, 1970

Chief Inspector
Ministry of Education
(Inspectorate Branch)
P.O. Box M. 18.8
Accra, Ghana

Dear Madam,

This is to acknowledge receipt of your letter dated
2nd June, 1970.

I plan to arrive in Ghana around the 15th of August, 1970.
I will call your office as soon as I arrive and make an appointment
to see you so that I can give you an outline of the kind of information
I need for my thesis.

Meanwhile, I must thank you sincerely for the great
assistance you are giving me.

Respectfully yours,

(Paa -Bekoe Welbeck)

235

Paa -Bekoe Welbeck

525 S. Hayford Ave.
Lansing, Michigan 48912
U. S. A.

15th November, 1970

Mr. S. D. Dodoo
Ministry of Education
Accra, Ghana

Dear Mr. Dodoo,

I am once again writing to you to ask for help. I hope this
will be the last time I write to bother you.

I have completed my Thesis chapter on Education in Ghana.
However, I want to make sure that I have my facts and interpretation
of ideas on the subject correct. I am therefore sending you a copy
for corrections or criticisms and suggestions. I would be very grate—
ful if you or another source you consider competent would read
through the chapter and let me know the reactions.

Since I must meet my deadline with my doctoral committee,
I wish to send the material By Air and have it returned to me the same
way. I am therefore asking a friend to deliver it to you and pick it
up after it is finished. His name is Kenneth Y. Ntim and he works
at the Ministry of External Affairs near you. I hope you can return
the material to him two weeks after you receive it.

Once again, may I express my utmost thanks for all the
great help you have given me.

Sincerely yours,

Paa -Bekoe Welbeck

236

Paa -Bekoe Welbeck

525 S.‘ Hayford Ave.
Lansing, Michigan 48912
U. S.A.

9th December, 1970

Mr. Jake Banful, Director
TV School

GBC -TV

Broad casting, House
Accra, Ghana

Dear Mr. Banful,

I am pleased to write to you. I am sorry that I did not
write to you earlier to thank you for the assistance you gave me
during my brief visit to Broadcasting House last August-September.

I decided to wait until I had interpreted the information I
gathered before writing to thank you and ask for further assistance
if necessary. Well, I have just done that.

Part of my Thesis chapter on Television (Ghana) deals with
”Staff and Personnel. " I would be extremely grateful if you would
read that part for inaccuracies and other faults. I based my informa-
tion on the interview I had with you plus accounts on the subject as
reportedin back issues of The Broadcaster and other local papers.
I noticed a few variations ifthe number of peoplesent to Canada,
for how long they were trained and so forth. I hope you will not mind
looking over how I have interpreted all the inputs.

 

I am sending the part in question through my friend--Joe
Geker-~Radio Farm Forum. He will collect the paper after you
have finished and mail it to me. I thank you for-what you did for me
and also for'what you are going to do for me.

Sincerely yours,

Paa -Bekoe Welbeck

237

Paa -Bekoe Welbeck

525 S. Hayford Ave.
Lansing, Michigan 48912
U. S.A.

9th December, 1970

Mr. J. S. Taylor, Senior Engineer
GBC -TV

Broadcasting House

Accra, Ghana

Dear Mr. Taylor,

I am glad to write you. I am sorry that I did not write
earlier to thank you for the great assistance you gave me during my
visit to GBC last August-September.

I decided to wait until now because I expected I would need
further assistance after reading through the few handouts you-gave
me. This way, I would not be bothering you with too many letters.

I have finally written that part of my thesis dealing with
Facilities and Equipment at GBC -TV . I am not sure if I understood
clearly the technical concepts in your paper. I have .tried to inter-
pret things in my layman' s way (as much as possible). I would,
however, be very grateful if you would consent to read over my
writing for inaccuracies and misinterpretations. Please add your
criticisms, comments and suggestions wherever they apply in the
paper, which is 10 pages long.

I am asking my friend--Joe Geker at the Radio Farm
Forum —- to give you the paper and collect it after you have read it.

I must now thank you for your assistance both in the past
and at the present.

Sincerely yours,

Paa -Bekoe Welbeck

238

Paa -Bekoe Welbeck

525 S. Hayford Ave.
Lansing, Michigan 48912
U. S. A.

13th December, 1970

Dear Nii Odai,

Here am I writing to bug you once again. I am sure that
you have not replied to my last letter (November 6th) because of the
reasons you gave me earlier--your long treks. I hope you are back
home early enoughfor Christmas. How is everyone in the family?
Extend my greetings to them all.

I just finished the fourth chapter of my thesis dealing with
Ghana Television. I have one more chapter to write (dealing‘with
Programmes). After that I will not be bothering you anymore as I
would be devoting the final chapter to my conclusions.

Meanwhile, I have posted parts of Chapter 4 to you in care
of my friend Joe Geker. I did that because I wanted him to give parts
to Mr. J. S. Taylor--Senior Engineer-—and Mr. Jake Banful of the
TV school for corrections and criticisms. I got some information
from them and so I wanted them to read-those parts over and let me
get some feedback. I sent them through Joe since I knew you would
be away for awhile.

The part I sent you consists of pages 1-8 and 23 -30. Please
read them over and correct any mistakes you note, particularly those
places I have marked. Kindly return them to Joe after you are
finished and he will mail them to me. After that I will send you a few
more questions for clarification on the final chapter. I promise I
will not disturb you after that one.

Meanwhile, I have come across some relevant questions
which I cannot answer. Can you please help me? They were taken
from the January -March, 1969 issue of The Broadcaster. Here are
they:

 

1. Where does the Board of Directors fit in on the chart on page 7
of my thesis (sent to you)?

239
Page 2
2. Where may license fees for TV sets be paid--who collects such
fees and does the money come directly to GBC?
3. What is the TV Licensing Authority?
4. What is the TV License Decree?

5. Who is a "dealer" according to the decree?

6. Is there a monitor for Telecine III in the small TV studio,
Presentation Studio?

I would be grateful if you would answer these questions for
me. Where possible, please send me any materials on the question,
i. e. , documented evidence since I must quote the source wherever
possible. Thank you very much.

Sincerely yours,

Paa -Bekoe Welbeck

240

Paa -Bekoe Welbeck
525 S. Hayford Ave.
Lansing, Michigan 48912
6th February, 1971

Mr. J. S. Taylor, SeniorEngineer
GBC -TV

P.O. Box 1633

Accra, Ghana

Dear Mr. Taylor,

This is a brief note to express my utmost thanks for the
promptness with which you corrected portions of my thesis sent to
you.

Mr. Geker returned the portions to me with the corrections.
I am extremely grateful. I hope you will remember to give the map
dealing with the exact coverage areas to Mr. Geker who will mail it

to me.

Meanwhile, I hope you will permit me to mention your name
in the "Acknowledgements" of the thesis.

Once again, accept my sincere thanks for your assistance.

Sincerely yours,

Paa -Bekoe Welbeck

241

Paa —Bekoe Welbeck
525 S. Hayford Ave.
Lansing, Michigan 48912
6th February, 1971

Mr. Jake Banful, Director
Television Training School
Ghana Broadcasting Corporation
P.O. Box 1633

Accra, Ghana

Dear Mr. Banful,

This is a brief note to express my sincere thanks for
reading through and correcting my thesis portion dealing with
GBC -TV Personnel and Staff Training. I was particularly
impressed by the fact that you took time to do so while you were
on vacation.

Mr. Geker sent me the corrected portion way ahead of my
deadline which was before last Christmas. I hope you will permit

me to mention you in my Acknowledgements of the thesis.

Once again, accept my sincerest thanks for your assis-
tance.

Sincerely yours,

Paa -Bekoe Welbeck

APPENDIX B

A PROPOSAL FOR A THESIS ON

THE ROLE OF GHANA TELEVISION IN EDUCATION

APPENDIX B

A PROPOSAL FOR A THESIS ON

THE ROLE OF GHANA TELEVISION IN EDUCATION

Purpose of the Study

 

Television was inaugurated in Ghana on July 31, 1965. It
had taken several years of planning and the investment of. millions
of dollars.

Ironically, in the same year, Ghana was at the brink of a
serious economic crisis. There was a severe shortage of essential
commodities in the country--hospital drugs, milk, sugar, matches
and other goods. Apparently the country' s foreign reserve was
critically depleted so none of the goods could be imported.

The purpose of this study is to investigate and explore the
status of television in Ghana today. This writer has.the hunch that
such exploration would help him formulate hypotheses as to why the
government of Ghana at a time of serious economic crisis chose to
invest millions of dollars in the medium of television. It is being

posited that the hypotheses to be derived from this study may yield

242

243

some constructs which explain why, how and what television is doing
in a developing country like Ghana. In other words, the hypotheses
may point to the role of television in the national development of
Ghana.
This writer has the hunch that one of the major reasons
for investing in television is that the medium can be used to promote
the education of Ghanaians, and that the education of the citizens of
Ghana is a priority item in the national development of the country.
Indeed this role of television in education has been stated by the
government of Ghana in a number of position papers:
Television for Schools. --Government considers that one of the
main advantages of the introduction of televisionwill be the
services available for schools of various grades. The tele-
vision services for schools will therefore form an integral
part of the television programmes, and consideration is being
given to the best way in which schools may be provided with
suitable receiving sets. It is appreciated that in areas where

there is no electricity, generating sets or'vibrators will be
required in addition to the receivers.

 

The former president of Ghana, Dr. Nkrumah, at the time
of inauguration of television, reiterated this position:

When I addressed Parliament in October, 1963, I stated then
the basic purposes behind Ghana' 3 Television. This is what
I said:

 

1Government Statement on the Report on a Television
Service by Messrs. R. D. Cahoon and S. R- Kennedy of the Canadian
Broadcasting Corporation (Accra, Ghana: The Government Printer,
1960), p. 3.

 

 

 

244

"Ghana' 3 Television will be used to supplement our
educational programme and foster a lively interest in the
world around us. It will not cater for cheap entertainment
nor commercialism. Its paramount object will be educa-
tion in the broadest and purest sense. Television must
assist in the socialist transformation of Ghana. "2

Since the above statements were made, there has been a

change in government in Ghana. The question then should be asked,
what is the position of the new government on television? Also, to
what extent are the goals of television being met? In other words,
how is television being used in education of Ghanaians today? As
an introduction to this study, the writer would present a theory and
supportive research on television in the developing countries. Fol-

lowing is a breakdown of the areas and problems to be explored in

the study:

I. Introduction:

 

A. Theory and Supportive Research on Television in the
Developing Countries.

B. Report on Literature Search:
i. What are some of the arguments --pro and con--on the

role of television in developing human resources in
the emerging nations?

 

2Kwame Nkrumah, Inauguration of Ghana Television Service:

 

Speech by Osagyefo Dr. Kwame Nkrumah, President of the Republic
of Ghana, at th: Ceremony of Inauglration, July 31, 1965, Ghana
Press Release No. 213I65 (Accra -Tema: The State Publishing
Corporation [Printing Division], 1965), p. 3.

 

 

II.

245

Television in Ghana:

 

A. History and Structure:

1.

ii.

iii.

Why was television introduced in Ghana-at that stage
of national development--what was the rationale of the
government?

What is the position of the present government on tele-
vision-- is it any different from the first one and, if
so, what is the difference?

How is the system of television structured in Ghana?

a.

What is the relationship between Ghana television
and the Ministry of Education?

What is the relationship between Ghana television
and the Ministry of Information and Broadcasting?

What is the relationship between Ghana television
and other government agencies?

B. Distribution and Management:

1.

ii.

How many television sets are in Ghana today?

a.

b.

How many of these sets are in private homes?
How'many sets belong to community centers?
How many sets are located in Ghanaian schools?

How and what system is used in distributing the
sets?

Who are the personnel who manage Ghana television?

a.

b.

How were/are they selected?

What training do they get and where were/are they

trained and for how long?

246

C. Financing the system:

i.

ii.

iii.

iv.

How much does it cost to operate Ghana television each
year?

What was the initial capital investment in the television
system?

What is per pupil cost as far as school programs are
concerned?

What are the sources of financing the television system?

D. Programs:

1.

To what extent is television used in Ghanaian schools?

a.

b.

What kinds of programs are broadcast to schools?

Who decides what kinds of programs are broadcast?
To what extent does the classroom teacher partici-
pate in the planning or preparation of school broad -

casts ?

To what extent are students involved in the planning
or preparation of such programs?

Where are school programs produced--locally or
overseas --and why?

How do the programs fit in with general classroom
teaching schedules?

Is there any feedback between the broadcast studio
and teacher-students who use the programs?

What proportion of Ghanaian pupils are reached
by television-~daily, weekly, monthly?

What is the composition of the pupils--age, level,
etc. ?

247
j. How do teachers and pupils evaluate the programs
broadcast to them?
k. Is there any evidence (research) to show the effect
of television programs on teaching and learning in

Ghana ?

1. Are there any special programs for civic or mass
education?

m. What are such programs, if any?
n. How often are they broadcast?

o. Is there any feedback (research evidence) to show
audience response'to such programs?

III. Evaluation and Conclusion:

 

A. On the basis of the information acquired in response to the
questions raised so far, can this writer derive a general
. Instructional Development System model with reference to
television and education in Ghana?

B. What is this writer' 3 general evaluation of Ghana television?

Theory and Supportive Research

 

Several scholars and students of national development,
modernization and the mass media seem to agree that the mass
media have a great part to play in the social, economic, cultural
and political changes which take place in the process of national
development. Wilbur Schramm, Everett Rogers, Daniel Lerner,
Elihu Katz, Paul Lazersfeld, Ithiel de Sola Pool, David McClelland

and Lucian Pye are but a few of the scholars who have posited the

248

social science view of media effects through research. Rogers
writes:
Students of development would seem increasingly convinced
that communication is a catalytic agent in the modernization
process. Mass communication denotes message transfer via
such mass media as newspapers, magazines, film, radio,

and television, which enables a source of one (or several
individuals) to reach an audience of many.

Based on the models and findings of Lerner (1958) and
Deutschmann (1963), Rogers has developed the following paradigm

which puts the role of the mass media in sharp focus:

ANTECEDENTS -—-. PROCESS —I- CONSEQUENCES

Literacy Empathy
Education\ Agricultural and
/home innovativeness

Social status———a- \‘Mass Media/ ——-Political knowledge

exposure
m/ \Achievement motivation

. Educational and
Cosmopollteness . . .
occupational asplratlons

 

3Everett M. Rogers and Lynne Svenning, Modernization
AmongF Peasants: The Impact of Communication (New York: Holt,
Rinehart and Winston, Inc., 1969), p. 99.

41bid., p. 102.

249

After several years of studies on the modernization of the
Middle East, Daniel Lerner states in part:

Radio, film and television climax the evolution set into motion
by Gutenberg. The mass media opened to the large masses of
mankind the infinite vicarious universe. Many more millions
of persons in the world were to be affected directly, and perhaps
more profoundly, by the communication media than by the trans -
portation agencies. By obviating the physical displacement of
travel, the media accented the psychic displacement of vicarious
experience. 5

 

Lerner writes further:

For, rising media participation tends to raise participation in
all sectors of the social system. In accelerating the spread of
empathy, it also diffuses those other modern demands to which
participant institutions have responded: in the consumer' 8
economy via cash (and credit), in the public forum via opinion,
in the representative polity via voting.

Ithiel de Sola Pool comments on the social science view of
media effects as follows:

In this area the most notable contributions have been by Daniel
Lerner and David McClelland. They have both put forward the
daring thesis that the mass media can have a profound char-
acterological effect. Lerner convincingly argues that the media
provide their consumers with a capacity to conceive of situations
and ways of life quite different from those directly experienced.
To have such a capacity for empathy is necessary if a person is
to function in a great society. . . .

 

5Daniel Lerner, The Passing of Traditional Society:
Modernizing the Middle East (New York: The Free Press, 1958),
p. 53. Italics Lerner' 3.

6Ibid., p. 62.

 

 

250

. . If, as Lerner argues, the media provide the means for
empathically entering the roles that affect a man in a great
society, then the characterological c70ntribution of the media to
modernization is indeed significant.

Finally, Wilbur Schramm has listed and discussed eleven
major things which the media can do in national development:

The mass media can widen horizons.

The mass media can focus attention.

The mass media can raise aspirations.

The mass media can create a climate for development.

The mass media can help only indirectly to change strongly
held attitudes or valued practices.

The. mass media can feed the interpersonal channels.

The mass media can broaden the policy dialogue.

The mass media can enforce social norms.

The mass media can help form tastes.

The mass media can affect attitudes lightly held, and slightly
canalize stronger attitudes.

11. The mass media can help substantially in all types of edu-
cation and training. 8

011;:me

0“)QO

Development

 

The term national development has been used to refer to
the transition of nations from traditional to modern and technological

societies. In essence, modernization and national development may

 

71thiel de Sola Pool, "Mass Media and Politics, ". Communi-
cations and Political Development, ed. by Lucian Pye (Princeton,
New Jersey: Princeton University Press, 1963), p. 249.-

 

 

8Wilbur Schramm, Mass Media and National Development:
The Role of Information in the Developing Countries (Stanford:
Stanford University Press, 1964), pp. 127-140.

 

 

251

refer to the same process—~the passing of traditional society.
Rogers and Svenning define this construct:

Development is a type of social change in which new ideas are
introduced into a social system in order to produce higher per
capita incomes and levels of living through more modern pro-
duction methods and improved social organization. The nations
of the world are often divided into two camps on the basis of
economic and social criteria: the less developed and the more
developed, the traditional and the modern.

While there is a great deal of heterogeneity among these
new nations, there are a number of characteristics common to

almost all of them. Again Rogers and Svenning come to our assis -

tance:

Less developed countries are generally typified by I. a relatively
. low per capita income, 2. comparatively low productivity per
person, 3. little commerce and a high self -sufficiency, 4. a high
rate of illiteracy, 5. limited transportation and mass media
facilities, 6. inadequate nutrition, 7. little industry and few
skilled technicians, 8. politically unstable governments, and
high birth and death rates and short life expectancy. 10

Television in the
ITeveloping Countries

 

 

There is ample evidence to suggest that perhaps television,
more than'any other mass medium, is viewed by many of the new

nations as the most powerful and effective medium for national

 

9Rogers and Svenning, loc. cit. , pp. 8-9.

loIbid., p. 9.

 

 

 

 

 

252

development. Evidence to this claim is partly supplied by some of
the recommendations stated by a number of experts at a UNESCO
meeting on the introduction of television in Africa:

Recognizing that, especially’in developing countries, television
is potentially more powerful in its impact than any other form
of mass communication, and being convinced that responsible
for its direction should be persons of professional competence
and integrity whose aim is to serve the people as a whole, using
television solely for the highest national purposes, this Meeting
recommends:

1. That, with the object of promoting national unity,

(a) African broadcasting authorities should use every
appropriate type of television programme which can
help to bind the nation together culturally, intellectu-
ally and economically;

(b) Such programmes should serve the aims of the nation
as a whole rather than sections determined by geo-
graphic, ethnic, economic or social considerations,
but great care should be taken to preserve the indige-
nous cultural heritage of ethnic groups within the
country;

(c) Television should be used as a motivating force for
social development, for the modernization of methods,
for stimulating initiative and popular participation in
cultural, social and related activities, particularly on
the part of youth; . . .

2. That broadcasting organizations should regard education
as a field in which television must play a vital role, and to
which it must give priority. Recognizing this:

(a) Television authorities should make their resources
available for the broadcasting of programmes to
schools and other educational institutions and for the
training of teachers;

253

(b) Television should be used as an effective tool in the
fight against illiteracy and the removal of language
barriers;

(c) National development should be assisted and encouraged
by means of television farm broadcasts and other
programmes to promote community education, and also
programmes depicting national projects, and those
designed to increase the number and quality of skilled
workers;

(d) Teachers charged with helping viewers to use educa-
tional programmes should be carefully trained in their

effective utilization, and should be closely associated
with the organization and planning of such programmes;

4. That, to promote the cultural renaissance of developing
countries, television organizations in Africa should take
conscious and deliberate steps to encourage and promote
the creative and performing arts in their regions both in
their own and national interest.

Perhaps a logical question to ask at this stage iswhy is so
much importance attached to the medium of television as compared
with the other mass media? In other words, what makes television
so powerful and effective to the extent that developing nations with
scanty financial resources would invest so much money in it? A
Tunisian official gave part of the answer when he said:

"Of all the mass media, television is undoubtedly the most

powerful and effective. Combining image with sound, it con-
stitutes a complete medium intelligible to all, the intellectual

 

11UNESCO, Meeting on the Introduction and Development

of Television in Africa, Lags, Nigeria, 21 -29 September 1964.
Note: Only portions of the recommendations are quoted here.

 

254

as well as the illiterate. It penetrates groups and families
where it introduces new values and modes of living. It thus

acts in the social sphere in the most universal manner. . . .

In a country such as Tunisia, dominated by an effort to revitalize
the economic, social and cultural life of the country, the coming
into operation of a national television service is an event of
prime importance. "

Another reason why many developing nations invest in the
medium of television is that these nations do not view television as
a luxury but as a long -range profitable investment in the sense that
it may help tremendously in national development. This point of
view was expressed at an earlier meeting on media sponsored by
UNESCO:
Some participants felt that although television was relatively
expensive, as far as installation and operating costs were con—
cerned, it might prove in the long run a very economical medium
of communication because of the broad audience reached through
community reception and the profound impact made by television
programmes.
Finally, the great interest eXpressed in television by the
developing nations may be due to the very nature of the medium

itself. Television is unique in the sense that it has some versatility

unequalled by any of the other mass media. As the Tunisian official

 

12.Hassen Akrout, ”Television Service Inaugurated in
Tunisia: Allotted Key Role in National Development, " EBU Review,
100B:63 (Nov. 1966).

13UNESCO, Meeting on Developing Information Media in
Africa: Press, Radio, Film, Television fiaris, 24 January-
6 February, 1962), p. 28.

 

 

255

stated earlier, television can easily appeal to the intellectual as well
as the illiterate at the same time, simply because the medium has
the power to combine sound and visuals at the same time. It is
certainly one thing to talk to farmers (for instance) on radio and a
different experience to Show them how to do something on television.
The "show and tell" advantage of television makes it more appealing
than mere verbalism or sound on radio.

Combined with the ability to feature a variety of audio-
visuals, television has, in addition, the multiplier factor whereby
one program on television can reach large segments of a population
which may be widely scattered apart, all at the same time. Tele-
vision is flexible in the sense that its programs can be taped and
replayed several times with just about the same effect as the first
time it was produced. . It is these advantages and flexibility which

make the medium so appealing.

Procedures

 

Because of the fact that this is going to be an exploratory
study, it is difficult for this writer to give a step -by -step outline
of what he is going to do. The following will constitute a general

plan of approach:

256

1. For the introductory part’of the study--Theory and
Supportive Research-- the writer'will do a literature
search for the pros and cons of the role of the mass media
in national development. The Department of Communica-
tion here at Michigan State has several books and research
studies on the subject. The arguments of people like Wilbur
Schramm, Everett Rogers, Daniel Lerner and Frederick
Harbison would be examined and presented.

2. This writer plans to spend a month this summer gathering
data on the several questions raised--in Ghana. The writer
has written to and received letters promising full coopera -
tion from The Ghana Radio and Television Corporation, the

, Ministry of Education and the Ministry of Information and
Broadcasting. Each of the three bodies mentioned has
expressed willingness to allow this writer to use the library
facilities and documents in its section which may be relevant
to the study.

3. This writer will first send a list of the questions raised in
this study to the three departments and ask for suggestions
as to where and which part of the departments contain the
documents that would yield the necessary information.
Once the necessary sources have been located, this writer
will read all he can, taking notes in the process.

Having read and examined government position papers,
program logs and so forth, this writer will then make
appointments to interview the officials--heads and research-
ers in the departments concerned. It is hoped that the
interviews would involve such questions that are not Clearly
answered in the documents and reports available.

The information and data gathered in this process would be

returned to the United States, where this writer would spend
time analyzing and evaluating.

Submitted June 11, 1970

APPENDIX C

PHOTOGRAPHS OF GHANA PRESS COVERAGE

OF THE INAUGURATION OF GHANA TELEVISION

258

 

 

259

 

260

 

261

 

APPENDIX D

GOVERNMENT STATEMENT ON THE REPORT ON A

TELEVISION SERVICE BY MESSRS. R. D. CAHOON

AND S. R. KENNEDY OF THE CANADIAN

BROADCASTING CORPORATION

APPENDIX D

GOVERNMENT STATEMENT ON THE REPORT ON A
TELEVISION SERVICE BY MESSRS. R. D. CAHOON
AND S. R. KENNEDY OF THE CANADIAN

BROADCASTING CORPORATION

Under the scheme agreed between Canada and Ghana for
technical co -operation, Messrs. R. D. Cahoon and S. R. Kennedy
of the Canadian Broadcasting Corporation arrived in' Ghana on 6th
November, 1959. On the 11th December, 1959, they presented to
the Minister, of Education .and Information a Report entitled "Recom-
mendations on the Establishment of a Television Service in Ghana".

2. Government. is grateful to the authors of the Report,
and to the Canadian Government and the Canadian Broadcasting
Corporation for making their services available in Ghana.

3. It will be noted that the authors of the Report were not
asked to comment on the desirability of the introduction of a televi-
sion service in Ghana, since it had already been decided that such a
service ought to be introduced. The Report therefore consists of an
examination of the way in which such a service may best be inaugu-
rated.

4. Government accepts the principal conclusions of the
Report, subject to the comments set out in this paper.

5. Three transmitters. --Government accepts the recom-
mendation that television services should be started with the con-
struction of three transmitters, i. e. at Ajangote, near Accra, at
Kisi between Sekondi and Cape Coast, and at Nkabin near Kumasi.
Since each transmitter would have a range of up to 60 miles, these

 

262

263

transmitters operating together-would, as the map at Appendix 2 of
the Report shows, cover Accra, Tema, Koforidua, Winneba and Oda;
Takoradi, Sekondi, Axim, Cape Coast and Saltpond; and Kumasi,
Mampong, Konongo, Obuasi, Dunkwa, Sunyani; and surrounding areas.

6. One Studio Centre. --Government accepts the proposal
that there should be at first only one studio centre, situated in Accra,
and that programmes should not be originated in other places in Ghana.

 

7. Capital Cost. --The total cost of the capital equipment
and buildings for the above three transmitters and one studio centre
is estimated in the Report at £G556, 000. In addition, it is noted that
the Report does not mention staff accommodation. It is proposed
that eight expatriate staff should be recruited on contract (including
an accountancy post not entirely chargeable to television) for each of
whom accommodation would be needed in the initial period. In addi-
tion, accommodation would be needed for one senior and two junior
staff at each of the three transmitting sites, since (a) these sites are
somewhat remote from towns and (b) maintenance staff should live
at their work. Assuming accommocation for senior'staff costs £G5, 000
and for junior staff £G2, 000, an additional sum of £G72, 000 would be
necessary, making £G628, 000. In addition, it will be, necessary to
set aside a sum of £G20, 000 for training equipment. The .total capital
cost of the scheme as set out in the Report is thus £G648, 000.

 

8. Tamale Area. -- The Government has under active con-
sideration a proposal to build a transmitter at Tamale.

 

9. Annually Recurrent Cost. -- The annually recurrent cost
for three transmitters and one studio centre is estimated at
£G149, 800 in the first year, less about £G50, 000 advertising revenue,
i. e. about £G100, 000 per annum. In addition, as stated in the Report,
the introduction of commercial programmes on sound radio would
bring in further revenue for the Ghana Broadcasting System but this
is not strictly relevant to the cost of television.

 

10. Advertisirfi. --It is proposed that the "Spot" system be
introduced in the first instance.

 

11. Colour Television. -- The introduction of colour tele-
vision would cost an additional £G125, 000. It is proposed that con-
sideration of this matter be left until further technical developments
are reported, and colour receiving sets are cheaper.

 

264

12. . Import duty on receiving sets. --Government has taken
note of the recommendations of the Consultants.

 

13. Television for Schools. --Government considers that
one of the main advantages of the introduction of television will be
the services available for schools of various grades. The television
services for schools will therefore form an integral part of the tele-
vision programmes, and consideration is being given to the best way
in which schools may be provided with suitable receiving sets. It is
appreciated that in areas where there is no electricity, generating
sets or vibrators will be required in addition to the receivers.

 

14. Advances for the purchase of television receivers. --
Arrangements are under consideration for encouraging the purchase
of televisionreceivers byway of advances in appropriate cases.

 

15.. .,Staff. -- The Government notes the comments made in
the Report concerning the engagement of staff and detailed considera-
tion is being given to these proposals. It is appreciated that staff
already qualified to fill these posts cannot be found in Ghana, and
that there are obvious dangers in attempting to take staff, which is
in shortsupply, away from their present Departments or employers.
The emphasis would therefore lie on recruiting staff who have the
aptitude for training, and on the immediate institutionof schemes of
training. .

1.6. Organisation of the Ghana Broadcasting System. -- The
recommendation in the Report to the effect that the television service
shall be operated by the Ghana Broadcasting System is accepted. It
is appreciated that the administrative organisation of the Ghana
Broadcasting System will need to be strengthened and modified.

 

17. Inauguration of the Scheme. --Accordingly Government
considers that a television service should be inaugurated as soon as
possible within the Ghana Broadcasting System along the lines pro-
posed in the Report.

 

APPENDIX E

INAUGURATION OF GHANA TELEVISION SERVICE

APPENDIX E

INAUGURATION OF GHANA TELEVISION SERVICE

Speech by Oggyefo the President on the
Inauguration of Ghana Television
on 31st July, 1965

 

 

 

I am 'happy to be here with you today, to inaugurate Ghana' 3
Television Service and to share with you and the people of Ghana,
the sense of joy and expectancy on this important occasion. We are
also here to inaugurate today the expansion of our Sound Broadcasting
Service.

The idea of building a Television Service for the education
and edification, the enjoyment and entertainment of our people was
conceived almost six years ago. At that time, the sceptics declared
that the establishment of a truly indigenous Television Service,
organised and staffed by Ghanaians was an impossible task. Un-
daunted, we set up a Television Commission consisting of,two
experienced officers lent by the Canadian Broadcasting Corporation
to make recommendations on the establishment of television in Ghana.
The report of this Commission was published in December, 1959,
and accepted. by the Government. Planning for Ghana television
began in earnest, and during the last five years we, and I mean all
of you who in one way or the other have contributed to what we see
around us today, have worked patiently, diligently and with com -
mendable zeal to build this project.

And may I say here how grateful we are to the overseas
personnel who have assisted us in this trying and engaging venture.
Some of them are still with us now, and others are no longer with
us.

265

266

And here, I would like to thank the Canadian Government,
who have been so generous to us in their assistance, in equipment
and personnel, in connection with the establishment of Ghana' s
Television. We owe them a great debt of gratitude.

I accept the fine presentation which has just been made to
me on behalf of the Marconi Company. The Company has assisted
us in no small measure in the construction of ourTelevision trans-
mitters and studio complex. We are grateful to them.

It is the aim of the Government to ensure that all our people
havevaccess to Ghana Television. As a result of an agreement
between the Government and the Sanyo Company and two other
companies in Japan, we have established here the Ghana Sanyo
Corporation for the production of television sets in Ghana. The
Corporation is at present engaged in building a factory at Tema.

It is expected that the construction of this factory will be completed
by the end of this year and be ready to go into production. in the New
Year.

As I have said, the relay services for sound broadcasting
will be greatly expanded by building new relay stations particularly
in the rural areas. In addition, the Government has established the
State Electronic Products Corporation which will produce more relay
boxes, transistor sets and other electronic products for the country.

I want to say a special word of appreciationat this time to
the devoted and dedicated work which has been done behind the scenes,
by all the Ghanaians who have taken part in this great enterprise.
There is no need for me to underline the part played by the Board of
the Ghana Broadcasting Corporation and its Chairman, Mr. Cecil
Forde, the Director of Television, Mrs. Shirley Du.Bois, and the
Deputy Director, Mr. Alex Quarmyne. But my commendation will
be incomplete if I fail to mention the Chief Engineer, Mr. Oppong
and his staff, the Assistant Chief Engineer, Mr. Dentu; the vivacious
Head of Programmes, Miss Genoveva Marais, and her. team of able
and indefatigable producers: the Head of News, Mr. Shang -Simpson;
the Acting Head of Film, Mr. Wilcox Amartey; and the Acting Head
of Designs, Mr. Francis Adansi. These keen and devoted officers
and those working with them have been the key personnel in this
important and trying operation. We are proud of them. May they
continue to hold aloft the banner of Ghana Television.

267

And what can I yet say of the film cameramen, designers,
newsmen, technicians and the producers, without whom Ghana' 3
Television would not have become the reality it is today. To them
all I say--Well done and Ayeekoo.

I have had the opportunity recently to learn something of
the staff structure and conditions of service of the staff of the Ghana
Broadcasting Corporation, and the efforts which had been made to
improve these conditions. I have given directions in this matter,
and the Board of the Corporation will very shortly announce. promo-
tions andchanges in the conditions of service, which will go quite
a long way to meet the problems which now face some of you.

And now, I want to express a warm welcome to the group
of Television Technicians who have come here from the Federal
Republic of Germany to assist us in the production of Television
programmes. These Technicians who have been sponsored by the
Friedrich Ebert Foundation, a private organisation in the Federal
Republic of Germany, will work in close co -operation with the staff
of Ghana Television, and will concentrate mainly on the production
of technical educational television programmes. These will include
films on allaspects of science and technical training, agricultural
techniques, and a special series of films for the teaching of vocational
work and practical lessons for home and school. These programmes
will be made available to support the programmes produced by the
regular staff _of Ghana Television. In this way the quality and content
of our Television Service, as a whole, will be improved and enhanced,
in the playing of its full part in the life of our society.

We have, deliberately, postponed the opening of Ghana' 8
Television until we could be absolutely sure that we were ready to
provide a Service in accord with our national aspirations, and in
conformity with our socialist objectives. When I addressed Parlia-
ment in October, 1963, I stated then the basic purposes behind
Ghana' 3 Television. This is what I said:

-."Ghana' 8 Television will be used to supplement our educa -
tional programme and foster a lively interest in the world
around us. It will not cater for cheap entertainment nor com-
mercialism. Its paramount objective will be education in the
broadest and purest sense. Television must assist in the
socialist transformation of Ghana. "

268

Ghana' 3 Television, which we are inaugurating today, will
be judged by the extent to which it fulfils these aims. Our Television
Service should be African in its outlook ; and in its content, even
though it may express and reflect outside and foreign experiences,
should remain geared to the needs of Ghana and Africa. It must
reflect and promote the highest national and social ideals of our
ideology and society. In this endeavour, the Board of the Ghana
Broadcasting Corporation, together with all the executives and staff
of the Television Service are charged with a great and onerous
responsibility. It will be their duty to ensure that the professional
standards attained by Ghana' 3 Television are comparable to the best
anywhere in the world. It will also be their duty to think about and
develop new techniques, improving and designing new equipment and
new ways to achieve a more effective use of our Television medium.

Now, a final word on Television.

We must recognize the prime importance of the creative
writer, whose skill and inventiveness are so essential and indis-
pensable to Television. It is the Ghanaian writer who can adequately
express the essence of the Party' 3 ideology, the arts, music and
drama, and culture of a growing and advancing nation, and the spirit
and emotions of our people which must find expression in our Tele-
v1s10n.

Ghanaian writers must, therefore, be closely associated
with the planning, development, and production of all our Television
programmes. To this end, our writers and artists must be con-
sulted in all discussions of the content of their scripts, and the use
to which the scripts will eventually be put in the preparation of pro-
grammes for Television. It is to Ghanaian writers that Ghana must
look for our future cultural progress, and Ghana Television should
offer them a wonderful opportunity and an effective medium through
which they can reach the masses of the people. An idea or a move—
ment achieves reality only when it reaches the masses.

For this same reason, Ghana Television must not be isolated
from the life of the people and other aspects of our traditional art
and culture. A Television drama or comedy should be a co -operative
or co -ordinating effort between the script writer, the film producer,
the technical expert, and the Television programme organizer. It
is to encourage this co -operative endeavour that we have established
a Film Television and Broadcasting Training School here, in which

269

instruction and guidance is provided, under one roof, for script
writers as well as for cameramen, designers, newsmen and other
film technicians. The best artists in the theatre, film and litera-
ture must share their talents with Television, in order that all the
Ghanaian arts may reach that communal outburst of creativity,
which has marked the great periods of art in other parts of the
world.

Ghana is on the threshold of the fulfilment of her long
suppressed genius and impulses, and it is only by a co -operative
effort that we can bring all the talents of our nation to bear on the
struggle for the socialist construction of Ghana. But socialism is
an epoch; it cannot be achieved in a day. It is only by sustained
effort and determination that it can be realized.

Friends, Gentlemen and Co -Workers,

What I have said about Television applies equally well to
Sound Broadcasting Service, whose extended programmes and
expanded services I have also the great pleasure to inaugurate today.
May I at the outset congratulate the Director of Sound Broadcasting,
Mr. Coleman, and his staff for their efforts in the arduous task of
building the Ghana Broadcasting System.

Inorder to improve the standards of our national broad-
casting services, the Government has recently taken certain deci-
sions which are'to be put into effect immediately. First, all the
existing three national networks of the Broadcasting Service will be
converted into one single network, and all our national transmitters
will carry the same programmes throughout the country.

Secondly, the number of hours during which Broadcasting
programmes are heard on the radio will be increased and the con-
tents of the programmes will also be considerably augmented and
improved. For this purpose, the new Broadcasting transmitters at
Ejura will be used to reinforce those in Accra. They will, however,
carry the same single network.

Thirdly, the Broadcasting Relay Service will be expanded
by building new relay stations particularly in the rural areas and by
increasing the coverage of the existing stations.

270

In support of our national services, the External Service of
our Broadcasting Corporation has been greatly expanded. As a result,
the voice of Ghana will from now on be heard all over Africa and far
around the world, carrying the message of African aspiration and
progress, African emancipation and national unity.

Our Broadcasting Service should struggle ceaselessly to
make itself the people' 8 service. It should identify itself fully with
the people' 3 aspirations for a fuller life. It should continue to fight
uncompromisingly against the forces militating against our progress.
It will be its task to expose and unmask imperialism, colonialism
and neo -colonialism in all its forms and manifestations, and support
our endeavours for the political unification of our Continent. It must
blaze the trail of socialism, it must be the Okyeame of Ghana' 8
development, and its economic and industrial advancement. It
should, above all, strive to enlighten and uplift our people and keep
before them the torch of Ghana' 3 advancement.

 

All who are employed in our Television Service and our
Sound Broadcasting Service have a unique opportunity, therefore, to
play a vital role in the development of Ghana and in our struggle to
eradicate from our society superstition, ignorance andilliteracy,
and create in the minds of our people, through television and broad-
casting, an awareness of the benefits to Ghana of modern science and
technology.

I am confident that you will all bring to this task the highest
sense of dedication and devotion. Let us hope that as a result of
these new Services, the growth of socialist consciousness among the
people will be hastened through our Television and Sound Broadcast-
ing, and that fresh vistas on the world will be opened to them. We
also expect that through your programmes, the struggle for the
African liberation movement, for freedom and independence, the
struggle against imperialism, colonialism and neo -colonialism, and
the ever-continuing efforts for the attainment of peace and security
throughout the world, will ever be maintained.

I have great pleasure in inaugurating Ghana' s Television
Service, and the expansion of our National and External Broadcast-
ing Services. I wish those who work here happiness and success.

 

 

 

 

APPENDIX F

GENERAL BREAKDOWN OF

GBC - TV AIRTIME - - LOCAL PROGRAMMES

APPENDIX F

GENERAL BREAKDOWN OF

GBC - TV AIRTIME -— - LOCAL PROGRAMMES

Hours
Per Week
RURALS (Rural Ga, Ewe, Akan and
Heritage) 2
CHILDREN' S (Children' 3 Variety
Entertainment, Puppet
Theatre, Young Scientist) 1%
ENTERTAINMENT (Bandstand, Let' s
Go, Break for Music) 1%
SPORTS (Soccer Time, Sports High-
lights, Sports Digest) 2%
OUTSIDE BROADCASTS (Sunday 4
Service and Meditation) 1%
PUBLIC AFFAIRS (Face to Face,
Criss Cross, Home Makers,
Around Town) 2
2%
DOCUMENTARY %
TOTAL (Local Programmes) approx. 11%

271

Approximate
Percent

17 %

12%%

12%%

34 %

24 %

100 %

NB:
Gardener' s Club
Drama

Ceremonials

Total local programmes as
% of Grand Total

(45% - 12% hours for Schools)

Total news programmes as
% of Grand Total

Total advertising programmes as

% of Grand Total

Total film (foreign) as
% of Grand Total

Extras as % of Grand Total

272

(% hour once a month)
(1 hour twice a month)

(Occasionally)

Hours
Per Week

H
H
lulu-

DO
(A)

CD
cola

H
NIH

w
00

H
H

00
co

(JO
COO"

P

 

Approximate
Percent

All
Local

Programme 3

33 %

12% %

4% %

33 %

17 %

Day
and Date

Sunday
7/6/70

Monday
8/6/70

Tuesday
9/6/70

Wednesday
10/ 6/70

273

Local Programmes

 

Week of 7th- fin June, 1970

 

Programme

Soccer
Comment
Sunday Service
Break for Music
News (X 2)
Meditation

Young Scientists

Rural Half Hour (Akan)
News (X 2)

Weather

Ten Minutes of English
Sports Run -Up
Meditation

Science for Everybody
Heritage

News (X 2)

Weather

Ten Minutes of English
Let' 3 Go

Meditation

Puppet Theatre
Rural Half Hour (Ga)
Criss Cross

News (X 2)

Weather

Face to Face
Meditation

Duration
(Minute 3)

90
3O
45
3O
30

5

30
30
30

10
30

30
30
30

10
30

30
30
30
30

30

Total

3 hrs. 50 min.

2 hrs. 20 min.

2 hrs. 20 min.

2 hrs. 40 min.

Day
and Date

Thursday
11/6/70

Friday
12/6/70

Saturday
13/6/70

274

Programme

Home Makers

News (X 2)

Weather

Leprosy (Local Film)
Meditation

Children' 3 Variety
Rural Half Hour (Ewe)
Sports Digest
Weather

Reports from Regions
Meditation

Around Town
News (X 2)
Bandstand
Meditation

Total Duration of Local Productions
for Week of 7th- 13th June, 1970

Duration
(Minutes) Total

30
30
5
30
5

1 hr. 40 min.
30
30
30

15

2 hrs. 25 min.

30
30
30

1 hr. 35 min.

 

15 hrs. 50 min.

Day
and Date

Sunday
7/6/70

Monday
8/6/70

Tuesday
9/ 6/70

Wednesday
10/6/70

Thursday
1 1/6/70

Friday
12 / 6/70

Saturday
13/6/70

275

Foreign Films

 

Week of 7th-13 June, 1970

 

Film

Champions
Davidson Show
Perry Mason

Good Guys
Mod Squad

Flash Gordon
Defenders

Fugitive

Discovery
The Seaway
Be Happy

World. in Action
Bonanza

Gentle Ben

Danny Thomas Show
The Mask of Janus
Ray Anthony Show

Total Duration of Foreign Films
for Week of 7th- 13 June, 1970

Duration

30
60
329.

30
50
30

3O
45

30
30
55
55

Total

2 hrs. 20 min.
1 hr. 20 min.
1 hr. 20 min.

50 min.
1 hr. 50 mins.
1 hr. 15 min.
2 hrs. 50 min.

 

11 hrs.

45 min.

276

Breakdown of GBC — TV Over -all Airtime
Taking for Example Week of 7th— 13th June, 1970,
as per Radio and Television Times, Vol. 11, No. 16

 

 

 

Length of Transmission:

Hours Minutes

Sunday, 7th June 6 45
Monday, 8th June 3 40
Tuesday, 9th June 3 40
Wednesday, 10th June 3 30
Thursday, 11th.June 3 40
Friday, 12th June 3 40
Saturday, 13th-June 4 25

 

29 hours 20 minutes

Average = 30 hours

277

Summary for Week of 7th- 13th June, 1970

 

1. Locally produced programmes

 

as per page 2 15 hrs. 50 min.
2. Foreign films as per page 3 11 hrs. 45 min.
TOTAL 27 hrs. 35 min.

Taking Total Time as 28 hours,
Local Productions as 16 hours,

Foreign Films as 12 hours:

Local Productions was 53%% of our transmissiontime;

Foreign Films was 40 % of our transmission time.

Please note that 30 minutes slots are usually anything from 24 minutes
to 27 minutes 30 seconds and 60 minutes slots are sometimes anything
from 48 minutes to 55 minutes. This difference in time will account

for commercials and will naturally account for in -exact percentages.

(LEO RIBY-WILLIAMS)
ASST. HEAD OF PRODUCTION (TV)

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