Gaps in Unima film studies
In the University of Malawi (Unima), the Department of Media and Communication Studies has long been hailed for fostering an environment for aspiring minds to engage with cutting-edge ideas.
However, bachelor of arts in communication and cultural studies students who major in filmmaking face challenges that not only impede their learning but also their success in the evolving media industry.
Some educators in the department appear out of touch with contemporary filming equipment, personifying a growing gap between academia and the demands of the film industry.
As technological advancements shape the very fabric of filmmaking, the pressing question emerges: How can graduates thrive when their instructors seem stuck in a bygone era?
The film landscape has undergone a dramatic transformation in recent years, demanding not only artistic prowess but also a solid scientific understanding of sophisticated cameras, stabilisers and editing software.
Unfortunately, some instructors’ low familiarity with these essential tools disadvantages students, especially in terms of their preparedness to enter the competitive field.
The disconnect profoundly deprives students of the guidance necessary to navigate the complexities of modern filmmaking.
Proficiency in using state-of-the-art cameras, advanced editing techniques and industry trends is paramount for success. When instructors struggle to bridge the technological gap, students miss out on vital insights for their careers.
Moreover, this disconnect may foster disillusionment among students who rightly expect their academic environment to reflect and facilitate the dynamism of the film industry.
The ripple effect extends beyond the classroom. It jeopardises the seamless integration of theoretical knowledge and practical skills essential for success in film production.
Additionally, the department faces daunting resource scarcity that impedes the quality of teaching and learning.
The shortage of essential equipment is glaring, with two Canon cameras expected to cater for the needs of both film and broadcasting classes. The outdated cameras hinder students’ understanding of basic film concepts and perpetuate a disparity in hands-on experience crucial for practical skills.
The absence of dedicated video editing facilities further exacerbates the inadequacy of resources. Proper post-production work is essential in the field of film and broadcasting. The lack of access to editing tools hampers the development of proficiency in this critical aspect of media production.
Consequently, students grapple with the financial strain of acquiring personal computers, further deepening the divide between the haves and have-nots.
This economic disparity perpetuates social inequities and undermines equal opportunity in tertiary education where students should be evaluated based on their talents and aptitude, not their financial capacity to acquire necessary tools.
This unmet need hinders students’ ability to fully engage with practical coursework and burdens them with additional stress.
In the face of these challenges, Unima must take immediate action to reform the delivery of media and communication studies. Investment in up-to-date filming equipment, dedicated editing facilities and ongoing professional development for instructors should be prioritised.
A comprehensive review of the curriculum and teaching methods is also necessary for students to receive accurate and relevant information.
The challenges faced by the university’s film majors are symptomatic of a broader issue within the institution.
The lack of access to modern equipment and a deficient learning environment demands immediate attention.
It is time for the Unima administration to recognise these urgent issues and take bold steps to ensure that students receive the education they deserve to thrive in the dynamic field of communication and cultural studies.
Unima can still redeem its commitment to providing a truly transformative education and reclaim its pride as the university God loved most.
