UNIVERSITY OF MALTA
SECONDARY EDUCATION CERTIFICATE
SEC
EUROPEAN STUDIES
May 2010
EXAMINERS’ REPORT
MATRICULATION AND SECONDARY EDUCATION CERTIFICATE
EXAMINATIONS BOARD
SEC Examiners’ Report – May 2010
SEC EUROPEAN STUDIES
MAY 2010 SESSION
EXAMINERS’ REPORT
Grade
I & IIA
I & IIB
TOTAL
% of
TOTAL
1
2
3
10
19
15
10
19
4
Table 1
5
6
7
15
17
8
25
12
18
30
7
7
7.6 14.4 11.4
18.9
22.7
5.3
U
Abs
Total
7
7
4
11
15
1
3
4
78
54
132
5.3
11.4
3.0
100.0
Project Work Moderation Report 2010
1. As directed by the MATSEC Support Unit, the examiners’ board moderated 57 projects over 6 schools,
representing a cross-section out of a maximum of 132 who submitted their application for this examination.
A number of candidates did not submit their projects. 3 other candidates presented theirs as private
candidates and these were marked by the examiners/moderators. As the MATSEC regulations permit, one
candidate was asked to attend for an oral examination about the project. A Board was set up for the
purpose.
2. Judging on this rather fair cross-sectional assessment, the main conclusion reached is that the focus of
attention and energy is on the descriptive side, even with candidates who opted for Paper 2A. Many of the
projects moderated were generally within the themes requested by the current syllabus, with component
parts addressed satisfactorily. The themes chosen reflected quite a wide cross section of the syllabus
modules.
3. Many of the moderated projects demonstrated that subject content was entirely based on secondary
sources, mainly through the use of websites, again with a descriptive approach to the topic chosen. In many
samples, real investigative skills around a particular research question were not evident. A mere textual
approach needs to be complemented by more student-based and initiated investigative skills. Although
some good evidence of data gathering through questionnaires and interview methods were shown,
candidates still need to be encouraged towards more interpretative and analytical skills when discussing
their findings.
4. Presentation was, all in all, quite good with many showing high aesthetic skills but some projects lacked
basic requirements such as table of contents, pagination, references, and captions to illustrations. A
number of candidates showed poor skills how to organise, collate and format their research in a logical
sequence. At times illustrations were haphazardly placed with no connection with the nearby text.
5. A substantial number of candidates omitted an important aspect that rendered their research valid and
relevant to a course in European Studies – that is, a European dimension in the way they selected
presented and analysed data. Some such works seemed more appropriate for a coursework in Geography,
Social Studies, Environmental Studies or Home Economics rather than European Studies.
6. There was a general tendency to over mark and many cases the marks had to be moderated
downwards. However, though noting with emphasis the deficits mentioned above, the criteria proposed by
MATSEC in the Feedback Sheet were, all in all, satisfied by the way candidates have proceeded with their
Project.
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SEC Examiners’ Report – May 2010
The Papers:
General Comments
1. Paper Setters may like to note that questions expecting candidates to comment on causes and effects of
events are proving to be difficult to answer. Candidates seem more comfortable with describing the
phenomenon, but not so confident in identifying and commenting on the underlying causes and in arriving at
conclusions. This may be a call for more training on this aspect of the assessment criteria, namely
interpretive and analytic skills when dealing with developments in Europe.
2. The extended writing question type as a sub-question in Paper 2B carries the highest marks, as it should
be. However, candidates tend to give the shortest answers to it and thus attracting relatively low marks.
This is not reflecting the balanced weighting given to the sub-questions in the paper-setting phase and the
most deserving parts are finishing up drawing the least attention and thus obtaining the poorest marks.
One suggests that a way of avoiding this eventuality is setting question with sub-sections of equal
weighting.
3. Concepts such as ‘patterns of employment’ or ‘shifts in the economy’ seem to be beyond the students’
comprehension. It is to be noted by Paper setters, when introducing concepts in questions. They feel that
the more simple the language, the better. It seems that such terms like ‘patterns of . . .’ can be substituted
by a more candidate-friendly language.
4. From the general tone of the responses, an improvement in the level of the answers is noted. Topical
European issues like ‘welfare gap’, ‘immigration’, ‘citizenship rights’ are being more understood and
assimilated by students. This is evident in the generally correct explanations and illustrations presented.
This is accompanied by more positive attitudes to cultural differences and a more abated tone on racial
discrimination. Education in the values of solidarity and social inclusion seem to be one of the intangible
effects of a subject like European Studies.
Paper 1
Candidates had to choose any three sections out of five and work out all the questions in the
sections chosen. They were able to answer either in English or Maltese as stipulated by the
syllabus.
Section I – Power and People
55 candidates out of 132 opted for this section
1. Re:
(a) cultural diversity
(b) linguistic diversity
(c) religious diversity
The majority of candidates showed sufficient knowledge to distinguish between cultural, linguistic and
religious diversity with a good explanation of each type of diversity. Examples to illustrate their explanation
were not given in all cases.
2. Re: The principle of subsidiarity in Europe and its meaning
Candidates showed understanding of the concept of ‘subsidiarity’ in a general sense, with, for example,
a reference to the relation between the central government and local councils or the relation between
the school administration and the class teacher. Only a minority explained the concept in the framework
of the European Union treaties.
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SEC Examiners’ Report – May 2010
2. Re: The right of religious freedom and of one’s choice of a value system for the
Council of Europe and the European Union
Rights of ‘religious freedom’ and one’s ‘value system’ were generally well-explained and illustrated with
reference to the European Studies SEC syllabus.
3. Re: The Lisbon Treaty as a major landmark in the history of the European Union
This question seemed remote from candidates’ experience. Unfortunately, students, evidently, have
scanty knowledge of what the Lisbon Treaty implies for Malta. For them, the Treaty only means
financial gains, with no attention given to the higher status to national parliaments in relation to the
European Parliament.
4. Re: Welfare systems in Europe definition of
(a) welfare system
(b) literacy skills
(c) health promotion
Almost all respondents explained correctly the three terms, with good illustrations of each.
Section II – Economic Development and Changes in Europe
This was a very popular section with 115 (out of 132) candidates attempting to answer.
6. Re:The primary, secondary and tertiary as the three main sectors of production.
A small percentage of candidates is of the impression that primary economic sector involves manual
labour rather than the extraction of raw materials, food or fish from the earth.
Most candidates answered 6 b i incorrectly i.e. secondary. They may have been misled by the term
products, however, this referred to timber and wood pulp, therefore primary.
7. Re: developing countries and their trade gap or deficit with European countries.
A large group thought that trade gap involves Government spending and income rather than exports
and imports.
8. Re: Transnational (or multinational) companies, especially in the leisure industry.
Many did not refer to any leisure industry such as hotels or travel agencies.
9. Re: the development of Rotterdam-Europoort as Europe’s largest port.
A
small percentage referred to general facilities found in any port rather than to the specific site, situation
and economic development of Rotterdam in particular.
10. Re: the term globalisation. And its benefits to Europe
Many candidates provided a vague definition of the term but then many could see some of the benefits
11. Re: The concepts of free trade and protectionism as contrary to each other.
Only a very small proportion referred to the reason why Governments sometimes adopt a protectionist
trade policy.
12. Re: The term e-commerce, its advantages and the fear of retail outlets
Most candidates limit their definition to the personal private use and discard the use made by
organisations. Also many did not state the fear by retail oulets that the latter might close.
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SEC Examiners’ Report – May 2010
Section III – Demography and Social Realities
This was the most popular section with candidates. It was chosen by 117 candidates out of 132.
13. Re: Low birth rates and low death rates in Europe, but with a high dependency ratio in its
population.
Respondents, in their majority, gave a simplistic definition of (a) birth rate and (b) death rate, but found
the term ‘dependency ration’ difficult to define. The question, also, expected an explanation which was
lacking in all the three terms.
14. Re: Europe’s challenge of economic immigrants besides the problem of
political immigrants.
Candidates’ answers showed a good level of understanding of what ‘political immigrants’ and
‘economic immigrants’ are. The issue of immigration seems to have become part of Maltese students’
consciousness inasmuch as it has become part of Maltese European culture.
15. Re: Europe’s major tourist destination areas.
Although candidates have understood this question, they were not so sure as to what the term
‘destination areas’ was expecting of them. As indicated in the mark scheme, candidates were asked for
‘areas’ and not countries as was the case in many of the responses. However, the answers as given
could by and large be taken as correct. The reasons for their touristic values were not, however, clearly
explained.
16. Re: The Information Revolution in Europe and some of its results.
(a) A good number of respondents gave a very general explanation of the term ‘information revolution’
by referring to the printed and visual media of communication. The question was assuming that
candidates were familiar with the new information technologies or the ICTs – an assumption proved
right by only a small minority of respondents. The obvious answers to part (b) were linked to answers
to part (a), referring once again to the printed and visual media and their benefits, with enhanced
literacy, instant information and global communication as the main advantages.
17. Re: Changing patterns of employment in Europe.
This question was rather difficult for students mainly owing to lack of understanding of the phrase
‘changing patterns of employment’. What almost all respondents understood was the change from the
primary to the secondary to the third sector of the economy. But even if this was not the real
explanation of ‘changing patterns’, the answers could not been heavily penalised. Hardly any idea
suggested in the mark scheme was mentioned. Perhaps students need to have a clear idea of the
difference between types of employment and patterns of employment which are more connected to
general trends in work and the economy.
Section IV - Europeans and their environment
Only 35 out of 132 candidates opted for this section
18.
The naming of : two islands which are situated in the Baltic Sea;
two countries which border the shores of the Baltic Sea;
two rivers which flow into the Baltic Sea.
There were very few correct answers. Many referred to islands, countries and rivers of other
European locations
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SEC Examiners’ Report – May 2010
19.
Re: irrigation as essential to agricultural activity in the Mediterranean Region and
the name of a specific Spanish region
Many related irrigation in the Mediterranean with the problem of the long Summer drought but, then,
few were able to name a specific irrigated region in Spain. Some referred generally to the southern
part of that country.
20. Re: The problem of oil spills in the Mediterranean Sea and environmental
consequences.
The developments of recent events in the Gulf boosted many of the answers. Many of these were
very straightforward but rather superficial and terse in the content.
21. Re: How an economic activity in a region can be unsustainable and how one such
activity in Europe can be rendered sustainable.
Awareness on this topic is evidently very high but there were candidates who still showed hesitations
in providing the correct meaning and logistics of waste reduction; some evidently, thought that waste
separation was equal to recycling.
22. Re: the problem of obesity, especially in children, causes and controls
The great majority knew the meaning of the term ‘obesity’ and were able to indicate correctly the
main causes of this health condition and the controls which should be implemented
Section V - The Cultural Heritage
Only 16 (out of 132) candidates answered this section.
23. Re: Some famous persons who made a great contribution towards civilisation in Europe
in various cultural spheres, their country, and in which century
Most candidates got the centuries wrong, and many even the sequence. Konrad Adenauer results to
be unkown practically by all these candidates. .
24. Re: Any four European colonial powers and the name of a colony which each of them
ruled.
Many got the names of the colonial powers correct but then, some, mismatched the name of
the colony which each one of them ruled.
25. Re: The invention of 1453 which helped the spread of knowledge during the
Renaissance; its inventor; the city where the invention occurred.
Most candidates got the name of the invention wrong. Some wrote Munich as the city where
the invention occured.. Nobody indicated the correct answer, that is, Mainz (Mayence).
26. Re: The Spanish capital city of an Islamic Caliphate in the Middle Ages.
The Spanish city in which the magnificent Alhambra fortress and palaces are
situated.
Two mathematical concepts which the Arabs of Spain introduced into Europe.
The name of the Arabic medieval philosopher who lived in Spain.
Quite poor answers and, as an example, no one got right the requested name of the
Spanish-Arabic philosopher.
27. Re: The reason why Latin the language of culture and knowledge in Europe until
modern times. Three modern Romance languages that are derived from Latin.
In many cases, the answers were very poor. Some misconceptions need to be cleared This
Topic, clearly present in the syllabus, needs some consolidation in lessons.
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SEC Examiners’ Report – May 2010
28. Re: The way the European philosophers of the Enlightenment influenced the founding
fathers of the United States of America in the writing of the American Constitution
of 1776.
Very few indeed really provided some correct information as answer. Some candidates
noted, not always in a very clear way, the link between the European philosophical concepts of
the Enlightenment with the constitutional developments in the New World.
29. Re: The name of two genres (types) of American movie films and two types of American
music that became popular in Europe since 1943.
Most candidates provided correct examples. Many referred to very recent genres of films and
music but some were also very specific on examples from the 50’s and 60’s. All were considered
correct.
Paper 2A
Candidates had to choose any four questions from at least three different sections. They were able to
answer either in English or Maltese
Section 1 – Power and People
1. Re:
The rights which young Europeans are enjoying in contemporary Europe.
58 candidates out of 78 chose this question. Candidates’ answers showed that Maltese young people are
aware of the new rights enjoyed through Malta’s membership in the European Union. But they seem to be
under the impression that these rights are the same as the fundamental human rights enshrined in the 1948
U. N. Declaration. In fact, examples of European citizens’ rights given were taken from this Declaration.
Strict European citizenship rights such as rights to participate in European Education programmes, youth
exchange programmes, cross-border mobility rights and equivalence of academic qualifications across
Europe were rarely mentioned.
2. Re:
How the European Union is effectively tackling the problem of poverty in Europe in
particular and in the world in general.
41 candidates opted for this question. .Responses generally reflected the key themes identified in the mark
scheme. This is an indication that the programme of development education in secondary schools together
with the Global Action Schools programme, which address issues of poverty and development, is leaving a
positive impact on schools.
Section II - Economic development and changes in Europe
3. Re:
• Physical or geographical barriers which create difficulties for transport
across Europe.
• The way the European Union helps in the development of the Trans European
Transport Networks (T.E.N.T.)
• About the importance of given examples of such networks.
Only 3 candidates attempted this question. Barriers were sometimes mistaken for economic or man-made
features.The routes were not sufficiently analysed and appreciated by the candidates.
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SEC Examiners’ Report – May 2010
4. Re:
• The term C.A.P. and its basic aims with reference to the European Union.
• Problems which were being faced in the early 1990s as a result of the C.A.P.
• The 1992 reforms of the C.A.P. the function of subsidies and quotas to encourage less
intensified farming and the protection of the environment.
26 candidates opted for this question. Most of these knew the meaning and functions of CAP; however,
some have a blurred idea of the changing balance between subsidies and quotas as from 1992. For many,
subsidy just means help, rather than the guaranteed price and income as practised till the reform.
Section III – Demography and Social Realities
5. Re: Ways European countries can help illegal immigrants to integrate into countries of
destination.
This was the most popular question. 67 candidates out of 78 attempted to answer. Valid suggestions of
how European countries can help the process of integration of illegal immigrants were given. On a positive
note, it is being noted that racist and xenophobic attitudes so evident in previous examination answers are
fortunately being overcome and substituted by a more tolerant and understanding attitude among Maltese
students.
6. Re:
• The major challenges Europe is facing by the shift of economic activities from the West to
the Far East;
• The causes of this shift
• Its effects on the employment patterns in Europe.
Only 11 candidates chose to attempt this question. The poor level of answers to this question showed its
difficulty level partially because of its double demands, that is, identifying causes and explaining them.
Moreover, candidates had to tackle the concept of ‘employment patterns’. The great majority of responses
simply described changes from rural to urban employment and from manufacturing to tertiary sector. What
the world economy is witnessing in the rapid economic growth in Singapore, India and China which are
attracting the chunk of world investments was not mentioned at all. Similarly, there was no reference to the
other pull factor of the lower wage rates in the Far Eastern economies. The latter aspect was what this
question was really after.
Section IV - Europeans and their environment
7.
Re:
• The global issue of Climate Change
• Europe’s efforts to tackle this challenge.
A very popular question, with 59 candidates attempting it. For the first part of the question, there were
really excellent answers but for the second part, many answers were too generalised with some referring to
global efforts rather than to specific European ones. It should be noted that, for this examination session,
only few candidates incorrectly linked ozone depletion with global warming. This indicates a growing
correct awareness of the two separate global issues.
8. Re:
• The meaning of Wetland
• The Camargue as one of the most important wetland in Europe
• How farming, salt harvesting and tourism affected the Camargue
• How the Camargue is being managed in order to protect this ecosystem.
Only 15 candidates chose this question. This referred to a specific geographic area in Europe and possibly
this kept away many candidates to attempt an answer. The answers provided many correct definitions with
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SEC Examiners’ Report – May 2010
most providing good details about those economic activities in this wetland and ways of good management
of this wetland. But then, some candidates saw only benefits for the Camargue from the economic activities
mentioned and failed to see the problems created by these, in many ways, threatening activities
Section V The Cultural Heritage
9. Re:
• Factors which may contribute towards the development of a national identity.
• How the Peace of Versailles which ended the First World War in 1918 and the break up of the
Soviet System after 1989 had similar effects in fulfilling the nationalist aspirations of many
Europeans.
• How nationalism in Europe has been counterbalanced by the rise of international
organisations or systems that have to a certain degree integrated member countries.
Only 5 candidates attempted this question. However, the general idea of independence and sovereignty of
the new nation-states 1918/1990s was reached by most respondents. But, then, practically no one went
beyond EU, EFTA and NATO as examples of international organisations.
10 Re:
•
•
•
•
The term Industrial Revolution in the history of Europe
The early industrialisation of Great Britain, followed by some other European countries.
The related important resources and inventions of that time.
th
The many social problems caused by the rapid industrialisation in Great Britain in the 19
century.
This question was answered by 24 candidates.. Most of these candidates were well prepared for
the topic and produced detailed descriptions and comments.
Paper 2B
Candidates could choose any four questions from at least three different sections. They could answer either
in English or Maltese
Section 1 – Power and People
1. Re:
• The meaning of ‘cultural and religious prejudices’;
• Examples of regional conflicts and their causes and effects;
• Examples of non-violent methods towards peace in Europe
26 candidates out of a possible 54 attempted this question. For 1 (a), generally, a good explanation of the
terms ‘cultural prejudice’ and ‘religious prejudice’ accompanied by examples were given, but candidates
failed to give a brief account what caused such conflicts and their consequences. As for the examples of
non-violent peace-keeping mechanisms (b), the majority of responses were correct.
2 Re:
•
•
•
The historical event which has brought about the unnatural division of Europe and one of
the consequences
The meaning of European integration and examples of this.
How citizens of Europe are striving for European integration.
Only 11 candidates opted for this question. These, often, showed ability to explain the processes of
European integration and to explore what these involve. Illustrations of integration, in contrast to the
negative historical event of the Berlin Wall, were in place.
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SEC Examiners’ Report – May 2010
Section II - Economic development and changes in Europe
3. Re:
• Types and names of physical barriers which hinder transport in Europe
• Transport networks across Europe
• Continental features linked by motorways and reasons behind their improvement
• Advantages and disadvantages of European rail and road transport networks.
22 candidates chose this question. Most of these were conversant with the topic. However, many did not
quite understand the meaning of continental features. Then, many described the rail and road networks but
then did focus on advantaged and disadvantages derived from them, as requested by the examiners.
4. Re:
•
The term C.A.P. within the EU, and the economic activity which it regulates
•
Two original major aims of the C.A.P.
•
The terms ‘quotas’ and ‘subsidies’ in relation to the CAP.
•
Problems which arose about the C.A.P. by 1990.
•
Measures to reform the C.A.P. in 1992.
•
Improvements of the CAP after 1992.
19 candidates attempted this question. Again, most candidates were well generally prepared with the topic;
however, there were many hesisitations in the variuos different parts of the question. The most common
example was that many candidates did not clearly identify the measures to reform the CAP.
Section III – Demography and Social Realities
5. Re:
• The term demographic ageing.
• Reasons why demographic ageing is on the increase in Europe.
• How European countries can utilise the potential of elderly persons and migrants, and reap
the benefits
23 candidates chose this question. All sub-sections of this question were answered correctly by providing
good examples of how European countries can utilise constructively the potentials of the elderly and
immigrants.
6.
Re:
• The meaning of small-and-medium-sized enterprises (SMEs)
• The distinction between crafts industry ,service industry and manufacturing industry
• Examples of each industry and the European country where they are mostly found.
• The social and economic advantages of SMEs for Europe.
18 candidates attempted this question. In the first part, many of the answers provided showed that
candidates had a good idea of what SMEs were, but then were completely stuck when they came to identify
the three categories of SMEs indicated in the mark scheme. Class explanations of these categories might
help students to have a better knowledge of what the political class and the business community actually
have in mind when speaking about SMEs.
Then, for the second part, the distinction between ‘craft’, ‘service’ and ‘manufacturing’ industries lacked
proper explanation and was only shown by simplistic examples of each sector and the mere mentioning of
the relevant country.
Finally, in the third part, a brief explanation of the social and economic advantages of SMEs in Europe, as
requested, seemed beyond these candidates.
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SEC Examiners’ Report – May 2010
Section IV - Europeans and their environment
7 Re:
• The meaning of climate change
• Causes of this climate change.
• The effect of climate change on: Glaciers in the Alps, The port of Venice and Winter in Malta
• Measures by the European Union to control the negative effects of climate change.
This was a very popular question with candidates, with 41 of 54 attempting an answer. Many provided
rather satisfactory answers but some thought that climate change refers to weather changes. A number of
candidates incorrectly claimed that climate change was caused by non-atmospheric causes, for example
earthquakes. Regarding effects of climate changes, some candidates vaguely indicated an effect, for
example, glaciers melting but then no explanation of the consequences of such phenomenon. About the
measures which are being taken by the EU, most candidates mentioned general measures and did not
focus on measures taken specifically by the EU.
8 Re:
• The meaning of a wetland
• The country and the river where the Camargue wetland is situated.
• Natural features which are found in the Camargue
• How farming, salt harvesting and tourism have affected the Camargue.
• How the ecosystem of the Camargue is being protected.
Only 12 candidates opted for this question. Gross mistakes were produced in most instances.
Many of the candidates had incorrect ideas of the meaning of ‘wetland’; some referred to a mountainous
region; others attempted to guess by referring to an area of heavy rainfall, ignoring the fact that the
Camargue is part of the Rhone delta, hence a flooded area. Some even thought that the Camargue was
located in Spain. Then, for the economic activities in the region, many simply described farming, salt
harvesting and tourism in general, indicating some positive impacts but no reference at all to the negative
impacts threatening this protected natural habitat.
Section V - The Cultural Heritage
9. Re:
• The links between defined economic policies and named political thoughts
(liberalism, fascism, socialism and communism)
• What happened to Germany with the collapse of the Soviet Union.
• Countries which became independent due to the collapse of the Soviet Union
• Countries that became independent due to the dissolution of Yugoslavia
• The link between named important political leaders of twentieth century Europe (Palme,
Stalin, Franco, Hitler, Churchill, Mussolini), their respective political thought and mother
country.
Just 11 candidates opted for this question. Some of these confused the links mentioned but the majority
correctly indicated the historical developments in the ex-Soviet Union and Yugoslavian states after the
collapse of Communism However, most of the candidates were not conversant with the personalities
and their political thought and in some cases got this link incredibly all wrong..
10. Re:
•
•
•
•
•
The term Industrial Revolution
The origin country of this revolution
The power engine invented by James Watt
The natural resource which fuelled this new engine.
Steel products which boosted production during the Industrial Revolution.
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SEC Examiners’ Report – May 2010
•
•
•
•
The first continental European countries which became industrialised by 1860.
Choice from given reasons by which some of European countries became
industrialised by 1860.
Social problems caused by increased population of industrial cities in Western
Europe.
• The negative great event happened in Europe in 1914 partly as a result of this
armament race
15 candidates chose this question. Though this was a very extensive and structured question, most
answers were correct. This showed that this topic was covered in much detail by the small number of
candidate who opted for it, obviously enthusiastic of European historical developments.
Chairperson
Board of Examiners
August 2010
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