the project for training on television and …open_jicareport.jica.go.jp/pdf/12121356_01.pdf ·...

THE ISLAMIC REPUBLIC OF AFGHANISTAN

RADIO AND TELEVISION OF AFGHANISTAN

THE PROJECT

FOR

TRAINING ON TELEVISION AND RADIO

EQUIPMENT IN RTA

(RADIO AND TELEVISION

AFGHANISTAN)

IN

THE ISLAMIC REPUBLIC OF

AFGHANISTAN

PROJECT COMPLETION REPORT

MARCH 2013

JAPAN INTERNATIONAL COOPERATION AGENCY

YACHIYO ENGINEERING CO., LTD.

Photos (1/5)

1. Committee on Compiling a Broadcasting Technical Term Dictionary

2. Committee on Compiling a Broadcasting Technical Term Dictionary

3. Removal of VTR for overhaul maintenance 4. Removal of VTR for overhaul maintenance

5. Training on camera adjustment 6. Training on camera adjustment

Photos (2/5)

7. Audio level adjustment 8. Audio level adjustment

9. Periodical maintenance of VTR 10. Periodical maintenance of VTR

11. Training on Overhaul of VTR in Dubai 12. Training on Overhaul of VTR in Dubai

Photos (3/5)

13. Committee on Compiling a Broadcasting Technical

Term Dictionary

14. Committee on Compiling a Broadcasting Technical

Term Dictionary

15. Management training 16. Preparation of operation manuals for broadcasting

equipment

17. Training on basic knowledge of transmitters 18. Training on measurement of transmitters

Photos (4/5)

19. Training on maintenance and lecture of digital

VTR

20. Morning briefing

21. Training on the maintenance of digital video

camera

22. Training on the maintenance of and practice for

digital VTR

23. Preparation of maintenance

manuals for broadcasting equipment

24. Training on Parts MMP

Photos (5/5)

25. Follow-up training on Parts MMP 26. Spare parts of the radio transmitting site after

training on Parts MMP

27. Training on the theory of digital signals 28. Training on the usage of measuring devices

29. Follow-up training on Studio MMP 30. The 7th JCC (Joint Coordination Committee)

List of Abbreviations

Abbreviation Official Name

CCD Charge Coupled Device

CCU Camera Control Unit

C/P Counterpart

ENG Electronic News Gathering

JCC Joint Coordination Committee

JET JICA Expert Team

JICA Japan International Cooperation Agency

ITU International Telecommunication Union

MMP Maintenance Management Program

NTSC National television System Committee

OBVAN Outside Broadcast Van

ODA Official Development Assistance

OJT On the Job Training

PAL Phase Alternate Line

RCP Remote Control Panel

RTA Radio and Television of Afghanistan

R/D Record of Discussion

STL Studio Transmitter Link

UAE United Arab Emirates

VTR Videotape Recorder

Contents

Photos

List of Abbreviations

1 Overview and Outcomes of the Project ................................................................................................ 1-1

1.1 About This Report ........................................................................................................................... 1-1

1.2 Background and Purpose of the Project........................................................................................... 1-1

1.3 Outline of the Project ....................................................................................................................... 1-2

1.4 Project Purpose and Outputs............................................................................................................ 1-3

1.5 Counterpart Organizations and Personnel ....................................................................................... 1-4

1.6 A List of Project Outcomes ............................................................................................................. 1-5

2 Record of Dispatch of the JICA Experts .............................................................................................. 2-1

2.1 Dispatch of the JICA Experts .......................................................................................................... 2-1

2.2 Activity Record of the JICA Experts ............................................................................................... 2-5

3 Project Activities .................................................................................................................................. 3-1

3.1 List of Training Actually Conducted ............................................................................................... 3-1

3.2 OJT on the Digital Broadcasting Equipment ................................................................................... 3-5

3.2.1 OJT (August, October – November 2010)....................................................................................... 3-5

3.2.2 OJT (February –March 2011) ........................................................................................................ 3-11

3.3 Trainings on the Maintenance and Operation Skills for Digital Broadcasting Equipment ............ 3-12

3.3.1 Preparation of Manuals ...................................................................................................... 3-12

3.3.2 Preparation of the Technical Information Library in RTA .................................................. 3-12

3.3.3 RTA Management Training (Problem Analysis Workshop for Technical Managers) ......... 3-13

3.3.4 MMP Introduction Workshop ............................................................................................. 3-13

3.3.5 Training on Overhaul of VTR in Dubai ............................................................................. 3-14

3.3.6 Advanced Course on Periodic Maintenance of VTR ......................................................... 3-15

3.3.7 Training for Maintenance of OB Vans ................................................................................ 3-15

3.3.8 Training for ENG Camera .................................................................................................. 3-16

3.3.9 Training for MMP Adoption ............................................................................................... 3-17

3.3.10 Training on the theory of digital signals ............................................................................. 3-21

3.3.11 Training on the Usage of Measuring Equipment ................................................................ 3-22

4 Outputs Obtained through the Project Activities .............................................................................. 4-1

4.1 Achievements of Outputs of the Project .......................................................................................... 4-1

4.2 Creation of Deliverables of the Technical Cooperation ............................................................... 4-3

(1) Compilation of a Dictionary of Broadcasting Technical Terms ....................................................... 4-3

(2) Compilation of a Case Studies Book of Broadcasting Equipment Troubleshooting ....................... 4-4

(3) Creation of a Replenishment Plan for Digital Video and Audio Spare Parts ................................... 4-4

(4) Creation of the Training Plan for Technical Department of RTA .................................................... 4-5

4.3 Achievements from Training and Other Project Activities .............................................................. 4-6

(1) Accumulation and Sharing of Manuals and Technical Documents ................................................. 4-6

(2) Improvement of Management Capacity .......................................................................................... 4-7

(3) Periodical Inspection and Routine Maintenance ............................................................................. 4-7

5 Procurement of Provided Equipment, etc. ......................................................................................... 5-1

5.1 Provided Equipment ........................................................................................................................ 5-1

5.2 Repair .............................................................................................................................................. 5-3

6 Local Expenses Incurred .................................................................................................................... 6-1

7 Ingenuity for and Lessons from Operation of the Project .................................................................... 7-1

7.1 Operation and Management Perspectives ........................................................................................ 7-1

7.2 Technical and Specialized Perspectives ........................................................................................... 7-5

7.2.1 Ingenuity for Development of and Supplement to Manuals ................................................. 7-5

7.2.2 Setting of the Coverage of Training and Response .............................................................. 7-5

7.2.3 Ingenuity to Adopt Tools for Equipment Maintenance ........................................................ 7-6

8 The Proceedings of Meetings ............................................................................................................... 8-1

9 Issues to be tackled by RTA after the Project completed ...................................................................... 9-1

9.1 The Necessity to Continuously Strengthen Basic Capacity ............................................................. 9-1

9.2 Follow-ups of the Project Activities ................................................................................................ 9-1

9.3 Response to Expansion and Change in Broadcasting Services ....................................................... 9-1

Appendix

(1) Attendance Record of Training (The 3rd project year) ................................................................. A-(1)-1

(2) Learning Materials (The 3rd project year) .................................................................................... A-(2)-1

(3) Questionnaire (The 3rd project year) ............................................................................................ A-(3)-1

(4) List of the provided equipment (The 1st project year) ................................................................. A-(4)-1

(5) List of the provided equipment (The 2nd project year) ................................................................ A-(5)-1

(6) List of the provided equipment (The 3rd project year) ................................................................. A-(6)-1

(7) Minutes of Discussions of JCC at the end of the 3rd project year (February 2013) ..................... A-(7)-1

1-1

1 Overview and Outcomes of the Project

1.1 About This Report

This project completion report is prepared to report on the Project for Training on Television and Radio

Equipment in RTA (Radio and Television Afghanistan in the Islamic Republic of Afghanistan

(hereinafter referred to as “the Project”) activities from March 2010, the first project year of the Project

when it was commenced, to the end of the third year.

1.2 Background and Purpose of the Project

Since the Taliban regime was overcome in 2001, the government of Japan has been providing active

support to develop Afghanistan; focusing on two areas: 1) Political process, 2) Security, 3)

Infrastructure, 4) Human resources development and humanitarian assistance, 5) Agricultural/Rural

development, 6) Culture and higher education. The government has declared the provision of financial

aid, totaling 4.18 billion U.S. dollars has already been spent for purposes such as humanitarian needs,

democratization, enhanced public safety, manpower training and the development of basic economic

infrastructure (as of January 2013).

In the broadcasting sector, Japan has provided official development assistance grants for Radio and

Television of Afghanistan (hereinafter referred to as “RTA”) to install broadcasting facilities and

equipment, such as those needed in the master control room and program production studio and editing

equipment. As a result, RTA has resumed its TV broadcasts, which used to be banned by the Taliban

government.

Currently, RTA produces and broadcasts programs at the main station in Kabul and its regional stations

in five provincial cities. RTA now possesses digital equipment, a satellite transmission system and other

advanced technologies, so that it is broadcasting programs 24 hours a day and rendering international

distribution via satellite. However, since the staffs in charge of operating the equipment remain

inexperienced in the necessary techniques, the broadcaster still faces various issues concerning the

quality of production work and broadcasts.

To remedy this situation, it is crucial for the RTA staff to acquire sufficient expertise on the operation

and maintenance of the broadcasting equipment. Accordingly, the Government of Afghanistan

requested technical cooperation for improvement of maintenance skill and maintenance and servicing

of broadcasting equipment to the government of Japan. In response, Japan International Cooperation

Agency (hereinafter referred to as “JICA”) conducted a detailed planning survey, based on the results

of which the general director and technical general director of RTA and JICA staff held discussions

within the framework of the Project and created a record of discussion (R/D) on August 30, 2009.

This project aims to provide the technical staff of RTA with in-country training on the operation,

maintenance and servicing methods of digital equipment as well as the development of procurement

plans and the actual procurement of spare parts necessary for the training and maintenance activities.

1-2

The project was to be implemented based on the contents agreed by the first Joint Coordination

Committee (hereinafter referred to as “JCC”).

1.3 Outline of the Project

The following clause 1.4 presents the purpose and outputs of the Project as described in the Terms of

Reference of JICA.

The detailed activity plan of the Project was modified after its initiation. Hence, JICA and the JICA

experts team (hereinafter referred to as “JET”) signed a modified contract in October 2010. Also,

during the fourth dispatch of JICA experts (February–March 2011), JET proposed a revised plan for

the activities in the second project year, reflecting the progress of work in the Project as well as the

latest public safety status in the city of Kabul. In addition, as a result of the failure of the United

Arab Emirates (hereinafter referred to as “UAE”) to issue visas to RTA trainees, JICA and RTA

agreed in March 2012 to cancel training programs in Dubai and extend the Project term to March

2013.

Incidentally, the activities to be held in Kabul for the third project year continue to be limited to a bare

minimum, and this time, all the training sessions that can be conducted elsewhere will be given in

Istanbul, the Republic of Turkey.

1-3

1.4 Project Purpose and Outputs

Table 1.4-1 Project purpose and outputs

【Project】Maintaining an appropriate environment for stable TV production

【Project Outputs】

Output 1: Production staff of RTA acquire appropriate knowledge and skills on broadcasting equipment

operation

Output 2: Maintenance staff of RTA acquire appropriate knowledge and skills on broadcasting equipment

maintenance

The

fir

st p

roje

ct y

ear

(Jan

uary

201

0 –

Mar

ch 2

011)

【Outputs】

1. The issues and problems of RTA

related to the broadcasting

equipment management are

clarified.

2. RTA staff’s knowledge and the

practical skills in the operation of

digital broadcasting equipment

are improved.

3. RTA staff’s knowledge and

practical skills on the

maintenance of digital

broadcasting equipment are

improved.

【Indicators】

1-1. The lists of the broadcasting equipment of RTA are

renewed.

1-2. RTA staff’s operation procedures for the broadcasting

equipment are identified.

1-3. RTA’s system and procedures for the broadcasting

equipment maintenance are identified.

2-1. Training on the digital broadcasting equipment operation is

implemented.

3-1. The necessary equipment and spare parts to maintain the

broadcasting equipment are procured.

3-2. Training on the digital broadcasting equipment maintenance

is implemented.

3-3. A plan to procure the necessary parts for the broadcasting

equipment maintenance is prepared.

1-4

The

sec

ond

proj

ect y

ear

(May

201

1 –

Mar

ch 2

012

) 【Output】

1. Appropriate operation and

maintenance systems for the

broadcasting equipment are

established in RTA.

2. Internal training on the practical

knowledge and operations of the

digital broadcasting equipment is

implemented regularly.


knowledge and skills in the

maintenance of digital

broadcasting equipment is


【Indicators】

1-1. The lists of the broadcasting equipment of RTA are updated.

1-2. The operation manuals for the broadcasting equipment of

RTA are updated.

1-3. The maintenance manuals for the broadcasting equipment of

RTA is updated.

2-1. Training on the operation skills for the broadcasting

equipment is implemented.

2-2. A sustainable system to implement training on the

broadcasting equipment operation is established.

3-1. The necessary equipment and spare parts to maintain the

broadcasting equipment are procured.

3-2. Training on the digital broadcasting equipment maintenance

is implemented.

3-3. A sustainable system to implement the training on the

broadcasting equipment maintenance is established.

3-4. A plan to procure the necessary parts for the broadcasting

equipment maintenance is updated.

The

thir

d pr

ojec

t yea

r (M

ay 2

012

– M

arch

201

3) 【Output】

1. Appropriate operation and

maintenance systems for the

digital broadcasting equipment

are established in RTA.


knowledge and operations of the

digital broadcasting equipment is


【Indicators】

1-1. Follow-up training on studio equipment MMP is

implemented and the number of departments adopting the

equipment increases.

1-2. MMP for spare parts management is adopted and spare parts

are appropriately managed.

2-1. Training on the theory of digital signals is conducted, and

trainees gain a deep understanding of the basic details.

2-2. Training on the use of measuring equipment is conducted to

improve the skills of the trainees.

1.5 Counterpart Organizations and Personnel

There are two counterpart (hereinafter referred to as “C/P”) organizations for this project:

・The Ministry of Information and Culture (MIC) (Supervisory organization)

・Radio and Television of Afghanistan (RTA) (Implementation organization)

1-5

A total of approximately 50 staffs participated in the training provided by the Project. RTA provided

two rooms of about 10 tatami mats in size (about 16.5 m²), office desks, chairs and an Internet

connection for JICA expert offices, and seminar rooms, whiteboards, partition board used for

workshops and liquid-crystal projectors for training.

1.6 A List of Project Outcomes

The Project Outcomes are shown below.

Table 1.6-1 lists learning materials provided by JET and used in training, which are useful for RTA to

conduct its own training programs in future. Table 1.6-2, conversely, lists manuals and plans that the

C/Ps created as assignments by RTA with the support of JET. We would like to effectively use them and

strive to further improve maintenance and management, even after the Project.

Table 1.6-1 Training material list

Name of documents

1 Training material (the

1st year)

Learning materials on AV equipment Attached to Completion

report of 1 FY 2 Learning material on transmitter 2

3 Learning material on the training in Dubai


2nd year)

Why maintenance Attached to Completion

report of 2 FY 5 VTR Repairing Work Flow (sample)

6 Outline of MMP software

7 Install FileMaker on PC and bckup.pdf

8 MMP Hands-on training

9 Initial Data Input

10 Daily Job Record

11 MMP for RTA

12 Key Function of Camera

13 Signal

14 ECC (Error Correction Code)

15 Photo-scratch

16 Oscilloscope


3rd year)

Spare Parts MMP Appendix A-(2)-1

18 Digital Signal Theory

19 How to Use Measuring Devices

20 Studio MMP Follow-up

1-6

Table 1.6-2 List of the Deliverables of the Technical Cooperation

Name of the deliverables Language

21 Manual for the operation of digital broadcasting equipment English, Dari

22 Manual for the maintenance of digital broadcasting equipment English, Dari

23 Compilation of a Dictionary of Broadcasting Technical Terms and Case

Studies Book of Broadcasting Equipment

English and Dari

combined

24 Operation manual for transmitters for broadcasting English, Dari

29 Replenishment Plan for Digital Video and Audio Spare Parts

for the Technical Department of RTA

English, Dari

30 Training plan English

2-1

2 Record of Dispatch of the JICA Experts

2.1 Dispatch of the JICA Experts

Six JICA experts were dispatched between the launch of the Project and February 2013 (a total of 27

persons). In light of the on-site security situation in Kabul, the activities were implemented in three

locations, Kabul, Dubai in the UAE, and Istanbul in Turkey republic of Turkey (hereinafter referred to

as “Turkey”).

Table 2.1-1 presents a record of the dispatch of JICA experts, and Table 2.1-2 a (actual) record of the

man-month table. The terms of actual dispatch were the same as the schedule except cancellation of

dispatches due to problems in acquiring trainees’ VISAS necessary for training in the third country, but

the timing needed to be revised constantly.

Table 2.1-1 Record of Dispatch of the JICA Experts

Name Expertise Term of dispatch

(Activity area) Outline of operation

1 Naoaki

NAMBU

Team Leader /

Procurement Plan /

Training Plan

12th Mar. – 11th

Apr., 2010

(Kabul)

Courtesy visit to the parties

concerned

Problem analysis workshop

Training on the Maintenance and

Operation Skills for Digital

Broadcasting Equipment

OJT on the Digital Broadcasting

Equipment (1st round)

2 Shoichi

KOBAYASHI Digital Video Equipment

12th Mar. – 11th

Apr., 2010

(Kabul)

3 Tomoyuki

KOZUKE

Digital Audio Equipment

III

12th Mar. – 11th

Apr., 2010

(Kabul)

4 Naoaki

NAMBU

Team Leader /

Procurement Plan /

Training Plan

23rd Jul. – 7th Aug.,

2010

(Kabul/Dubai)

【Kabul】

Training on procurement and

arrangement of repair

【Dubai】

Survey on the progress of

procurement of broadcasting

equipment

5 Naoaki

NAMBU

Team Leader /

Procurement Plan /

Training Plan

4th – 26th Oct.,

2010

(Kabul)

Committee on Compiling a

Technical Reference Book in

Dari


Equipment (2nd round) 6 Masao MORI Digital Video Equipment

4th Oct. – 2nd Nov.,

2010

(Kabul)

7 Tomoyuki

KOZUKE


III /Teaching Materials

4th Oct. – 2nd Nov.,

2010

(Kabul)

8 Naoaki

NAMBU

Team Leader /

Procurement Plan /

Training Plan

5th Feb. – 13th

Mar., 2011

(Kabul/Dubai)

【Dubai】

Training on procurement and

arrangements for repair

2-2



9 Masao MORI Digital Video Equipment

12th – 25th Feb.,

2011

(Kabul)

Training on how to deal with and

repair failures of digital betacams

【Kabul】


Equipment (3rd round)




10 Tomoyuki

KOZUKE


/Teaching Materials

12th – 25th Feb.,

2011

(Kabul)

11 Katsumi

NAGATOMO Transmitting Equipment

12th – 25th Feb.,

2011

(Kabul)

12 Naoaki

NAMBU

Team Leader /

Procurement Plan /

Training Plan

27th Jul. – 10th

Aug., 2011

(Kabul/Dubai)

【Kabul】

Courtesy visit to JICA

【Dubai】

Training on the operation of

digital equipment

(Training on MMP adoption)

Committee on Compiling a

Technical Reference Book in

Dari





23rd Jul. – 21st

Aug., 2011

(Dubai)

14 Tomoyuki

KOZUKE


III /Teaching Materials

31st Jul. – 19th

Aug., 2011

(Dubai)

15 Naoaki

NAMBU

Team Leader /

Procurement Plan /

Training Plan

2nd – 27th Oct.,

2011

(Kabul/Dubai)

【Kabul】

Delivery of grant equipment

【Dubai】

Training planning


27th Nov. – 16th

Dec., 2011

(Dubai)

Training on operation of digital

equipment (Training on MMP

adoption)

17 Naoaki

NAMBU

Team Leader /

Procurement Plan /

Training Plan

29th Feb. – 5th

Mar., 2012

(Kabul)

JCC

18 Naoaki

NAMBU

Team Leader /

Procurement Plan

15th – 28th Jul.,

2012

(Istanbul/Kabul)

【Istanbul】

Preparation for training courses

Survey on progress of

procurement of equipment

【Kabul】

MMP follow-up training

Preparation for training on MMP

for spare parts management

Procurement of equipment for

MMP for spare parts management

19 Keiko

UCHIUMI Training Plan

15th Jul. – 9th Aug.,

2012

(Istanbul/Kabul)


25th Jul. – 16th

Aug., 2012

(Kabul)

21 Masao MORI Digital Video Equipment 13th Sep. – 14th

Oct., 2012

Training on MMP for spare parts

management

2-3



(Istanbul)

22 Keiko


13th Sep. – 13th

Oct., 2012

(Istanbul)


1st – 30th Dec.,

2012

(Kabul)

Follow-up training on MMP for

spare parts management

Prior training on the theory of

digital signals

Prior training on the use of

measuring equipment

Follow-up training on Studio

MMP

24 Keiko


1st – 15th Dec.,

2012

(Kabul)


5th Jan. – 11th Feb.,

2013

(Istanbul)

Training on the theory of digital

signal

Training on the use of measuring

equipment

Follow-up training on Studio

MMP

JCC

26 Keiko


20th Jan. – 11th

Feb., 2013

(Istanbul)

27 Naoaki

NAMBU

Team Leader /

Procurement Plan

1st Feb. – 9th Feb.,

2013

(Istanbul)

2-4

Table 2.1-2 Man-Month table

Name

(30) (16) (30) (30) (30) (15) (30)

(30) (16) (23) (37) (15) (26) (6) (14) (9)

(30)

(30)

(30) (20) (20) (20)

(30) (14) (30) (30) (23) (32) (30) (38)

(30) (20)

(20)

(30) (15) (15)

(30) (30) (14) (20)

(14)

(26) (24) (7) (15) (23)

13.31 5.67 0.00 18.98

13.11 5.41 8.04 26.56

(3) (3) (2) (2) (3) (1) (2) (2) (1)

(3) (5) (2) (2) (3) (1) (2) (22)

(3) (3) (2) (3) (1) (2) (2) (2)

(3) (3) (2) (3) (17) (2) (18) (10)

(3) (2) (3) (1) (2) (2)

(3) (3) (1) (2) (2)

(2)

(2) (3) (1) (2)

(2) (2) (3) (17) (2) (8) (32)

(3) (17)

(10) (10) (10) (10)

(20)

3.14 3.10 0.00 6.57

3.73 3.20 0.66 7.93

13.31 3.14 5.67 3.10 0.00 0.00 18.98 6.57

13.11 3.73 5.41 3.20 8.04 0.66 26.56 7.93

<Legend> :Work in Kabul / Dubai / Istanbul :Work in Japan :Evaluated members

①: Inception report (IC/R) ②: Progress report 1 ③: Progress report 2 ④: Outcomes (FY1) ⑤: Completion report (1st year)

⑥: Activity plan for 2nd year ⑦: Progress report 3 ⑧: Project completion report ⑨: Outcomes (FY2) ⑩: Completion report (2nd year)

The first year The second year The third year

FY2009 FY2010 FY2011 FY2012

2009 2010 2011 2012 2013 The first year

（M/M）

The second year(M/M)

The third year(M/M)

Total(M/M)

Kabul/Dubai

Japan12 1 2 3 4 5 6 7

Kabul/Dubai

JapanKabul/Dubai

JapanKabul/Dubai

Japan12 12 3 4 5 6 78 9 10 11 12 1 2 3

NaoakiNAMBU

Plan

8 9 10 11 12 12 3 4 5 6 78 9 10 11

3.53 2.50 0.00 6.03

Actual 3.53 1.57 0.77 5.87

Masao MORI

Plan

0.00 0.00 1.00

Actual 1.00 0.00 0.00 1.00

ShoichiKOBAYASHI

Plan 1.00

1.67 1.33 0.00 3.00

Actual 1.47 2.00 4.10 7.57

HideyukiNITTA

Plan

1.00 0.67 0.00 1.67

Actual 0.00 0.00 0.00 0.00

Mika NATSUI

Plan

0.67 0.00 0.00 0.67

Actual 0.00 0.00 0.00 0.00

KatsumiNAGATOMO

Plan

1.50 0.50 0.00 2.00

Actual 2.47 0.67 0.00 3.14

TomoyukiKOZUKE

Plan

0.00 0.00 0.00 0.00

Actual 0.47 0.00 0.00 0.47

0.00 0.00

Actual 0.00 0.00 3.17 3.17

KeikoUCHIUMI

Plan

NaoakiNAMBU

******

0.00 0.00

Plan 0.47

******

Plan 0.30

******

Plan

Actual 0.23

0.17 0.00 0.64

Actual 0.53 0.80 0.00 1.33

1.93

0.13 0.00

Plan 0.40 0.20 0.00 0.60

Actual 0.93 0.67 0.33

0.43

0.13 0.00 0.36

0.07 0.00 0.00 0.07

Actual 0.00 0.00 0.00 0.00

******

Plan

0.00 0.00 0.00 0.00

Actual 0.67 0.00 0.00 0.67

******

Plan

0.20 0.07 0.00 0.27

Actual 0.80 1.40 0.00 2.20

KeikoUCHIUMI

Plan

0.00 0.00 0.00 0.00

Actual 0.00 1.00 0.33 1.33

******

Plan

0.00 0.00 0.00 0.00

Actual 0.00 0.00 0.67 0.67

16.45 8.77 0.00 25.55

16.84 8.61 8.70 34.49

Plan

16.46

Actual

Initial Instruction

Plan

Actual

Plan

Actual

Plan

Actual

⑪: Activity plan for 3rd year ⑫: Progress report 4 ⑬: Project completion report ⑭Outcomes (FY3)

Submission

JCC

In Japan

◎

⑪ ⑬⑭⑫① ② ③④⑤ ⑥ ⑦⑧

⑨⑩

JCC JCCJCC JCCJCC JCCJCC

2-5

2.2 Activity Record of the JICA Experts

The activities (actual performance) of the JICA experts are outlined below in chronological order. The

contents of training and activity record will be described in detail in Chapter 3. The condition of the

experts detachment and the activities are shown in Table 2.2-1 in chronological order.

A) Trainings on Maintenance and Operation Skills for Digital Broadcasting Equipment (50 persons):

1 month

(a) Creation of an inventory (list for management of equipment)

(b) Preparation of manuals

(c) Storage of videotapes

(d) Creation of posters to help prevent incorrect operation and equipment maintenance

(e) Markings to prevent incorrect operations

B) OJT on the Digital Broadcasting Equipment – the 1st session (45 persons): 10 days

(a) Training on fault recovery of digital Hi-Vision editing facilities

(b) Training on adjustment of flange focal length of news studio cameras

(c) Training on methods to handle troubles with the mixing console in the announcement studio

(d) Training on methods to handle troubles with the camera system of OB vans

(e) Training on the operation of transmitters for broadcasting

(f) Training on methods to handle troubles with the satellite

(g) Training on methods to handle synchronous errors of cameras

(h) Training on the maintenance of the CG system

C) Training on Procurement and Arrangements for Repair (10 persons): 3 days

D) OJT on the Digital Broadcasting Equipment – the 2nd session (83 persons): 1 month

(a) Method to repair the mixing console in the announcement studio

(b) Removal, inspections and reinstallation of VTR for overhaul maintenance

(c) Adjustment of cameras for program production

(d) Adjustment of audio level for program production

(e) Periodical maintenance of VTRs

(f) Training on procurement and arrangements for repair

E) OJT on the Digital Broadcasting Equipment – the 2nd session (23 persons): 2 weeks

(a) Measuring on transmitters for broadcasting

(b) Training on procurement and arrangements for repair

F) Training on the Maintenance and Operation Skills for Digital Broadcasting Equipment (20

persons): 1 month

(a) Preparation of manuals

(b) Compilation of a Dictionary of Broadcasting Technical Terms and Case Studies Book of


(c) RTA management training

(d) Methods to measure signals of digital equipment

2-6

G) Training on Handling and Repair of Failures of Digital Betacams (5 persons): 5 days

H) Training on the Operation of Digital Video and Audio Equipment (24 persons): 1 month

(a) Compilation of a Dictionary of Broadcasting Technical Terms and Case Studies Book of


(b) Training on introduction of MMP

(c) Advanced training on periodical maintenance of VTRs

I) Training on the Maintenance and Operation Skills for Digital Broadcasting Equipment (14

persons): 10 days

(a) Training on the creation of procurement plans

(b) Training on the creation of training plans

J) Training on the Operation of Digital Video and Audio Equipment (30 persons): 22 days

(a) Full-fledged Training on the Introduction of MMP: 2nd phase

(b) Advanced training in adjustment of cameras

(c) Training on the equipment maintenance for OB vans and news vehicles

(d) Training on the maintenance of Electric News Gathering (hereinafter referred to as “ENG”)

equipment

K) Training on MMP for spare parts management (10 persons): 36 days

(a) Training on the basics of personal computers

(b) Training on FileMaker

(c) Training on the adoption of MMP for spare parts management

L) Training on the theory of digital signals (10 persons): 7 days

M) Training on the use of measuring equipment (10 persons): 7 days

N) Follow-up training on studio equipment MMP (30 persons): 29 days

(a) Follow-up training on studio equipment MMP

(b) Advanced training on studio equipment MMP

(c) Applied use of studio equipment MMP

2-7

Table 2.2-1 Activities and Dispatch of the Experts

12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 2 3 4 5 6 7 8 9 10 11 23 24 25 26 27 28 29 30 31 1 2 3 4 5 6 7 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 2

NaoakiNAMBU

Team leader /Procurement /Trainingprograms

ShoichiKOBAYASHI

Masao MORI

TomoyukiKOZUKE

Digital audioequipment III /Teachingmaterials

5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 1 2 3 4 5 6 7 8 9 10 11 12 13 23 24 25 26 27 28 29 30 31 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

NaoakiNAMBU


TomoyukiKOZUKE


KatsumiNAGATOMO

Transmittingequipment

Feb

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 29 1 2 3 4 5

NaoakiNAMBU


Masao MORIDigital videoequipment

TomoyukiKOZUKE


15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1 2 3 4 5 6 7 8 9 10 11 12

NaoakiNAMBU

Team leader /Procurement


KeikoUCHIUMI

Training plan

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 2 3 4 5 6 7 8 9 10 11

NaoakiNAMBU

Team leader /Procurement


KeikoUCHIUMI

Training plan

2012

December January February

2013

2012

July August September October

Octber

2011

November

February July

2011

AprilMarch July August

Digital videoequipment

2010

August

Octorber Nov.

March

2012

Digital videoequipment

December

Masao MORI

March

Training courses inDubai: Days 1, 2, 3, 4

and 5

Committee on com

piling technical reference books in Dari

Training courses for production staff: Days 1, 2and 3

Training courses for maintenance staff: Days 1

Workshops for m

aintenance staff:Days 1, 2, 3, 4 and 5

Workshops for production staff: Days 1 and 2

Workshops for production staff: Days 1 and 2

Committee on com

pilingtechnical reference books inDari: Days 2 and 3

Survey onprogress ofprocurement ofbroadcastingequipment inDubai

Meeting with JICA

Courtesy visit to RTA

Report on results to JICA

Report on results to RTA

Approval of drafted equipment

procurement plan

Discussion of draftedequipm

ent procurement plan

Discussion of technical referencebooks and case study book, etc.

Courtesy visits to JICA and RTA

Courtesy visit to Embassy / explanation to RTA / m

eetings, etc.

Courtesy visit to MIC / m

eetings, etc.

Preparation for workshops

Preparation for workshops

Training Couse Day 1・2・3・4

Training Couse Day 5・6・7・8・9・10

Creation of progress report

Report on results of field survey to RTA

Report on results of filed survey to Embassy, JICA

and MIC

Courtesy visits to JICA and RTA

Courtesy visits to MIC and Em

bassy

Progress report to MIC

and RTA

Progress report to JICA

Preparation for implem

entation of training courses

Courtesy visit toRTA

Basic lecture ontransm

itters: Days1 and 2

Training course formeasuring of

transmitters: Days 1

and 2

Creation of progress report 2 and the 1st‐yearcompletion report

Committee on compiling technical reference books in Dari: Day 1

Training courses for managers: Days 1 and 2

Committee on compiling technical reference books in Dari: Day 2

Report to JICA

CoordinationCom

mittee

MMP VTR Maintenance and Advanced

Making Training Plan

MMP

Technical Term

Directionary and Case Study Book

Technical Term Directionary and Case Study Book

OB Van maintenance ENG maintenance MMP introduction second

MMP

Approval ofoperation plan

Delivery of grantequipment Preparation for training courses JCC

: Domestic work

Parts MMP

Preparation for training courses JCC


Determination of

trainees


Courtesy visit toRTA



Preparation for training courses MMP introduction second JCC

: Domestic workPreparation for training courses


PartsMMPFollow up

PartsMMP follow up MMP introduction second Conclusion

MMP introduction second JCC Conclusion

JCC

Determination of

trainees

3-1

3 Project Activities

3.1 List of Training Actually Conducted

Table 3.1-1 shows various training programs conducted in Kabul in Afghanistan, Dubai in the UAE,

Istanbul in Turkey and Japan between March 2010 and March 2013. These training programs are roughly

classifiable into “OJT on the Digital Broadcasting Equipment”, which were implemented to urgently meet

on-site requests and “Training on the Maintenance and Operation Skills for Digital Broadcasting

Equipment” whose curricula were determined by the C/Ps with support of JET after the current state of

RTA were analyzed.

The list and descriptions of the trainings actually conducted are as follows.

3-2

Table 3.1-1 List of Training Actually Conducted

Field Title Term Outline Cumulative

totals of

participants

OJT on the

Digital

Broadcasting

Equipment

Method to repair

the mixing console

Mar., and

Oct. - Nov.

2010

Skills to judge the condition and

methods to handle troubles

displayed on the touch panel of

the mixing console

42

Removal,

inspections and

reinstallation of

VTR for overhaul

maintenance

Mar., and

Oct. - Nov.

2010

Basics of digital signals and

understanding of error

messages, focusing on the

reinstallation of VTRs for

overhaul maintenance

18

Adjustment of

cameras for

program

production

Mar., and

Oct. - Nov.

2010

Lecture on the “basic structure

of cameras” and practical

training on “back focus

adjustment”, “white- and black

balance adjustments” and other

topics.

15

Adjustment of

audio level for

program

production

Mar., and

Oct. - Nov.

2010

Training on how to adjust the

sound level of VTRs, while

prompting understanding of the

importance of reference signals

20

Regular and

periodical VTR

maintenance

Mar., and

Oct. - Nov.

2010

Lectures and practical training

on the basics and maintenance

of VTRs

18

Measuring on

transmitters for

broadcasting

Mar., and

Oct. - Nov.

2010

Confirmation of the existence of

or otherwise of equipment

breakdown, and possible

malfunctions arising in future

16

Training on the

Maintenance

and Operation

Skills for

Digital

Broadcasting

Equipment

RTA Management

Training

Mar. 2010 Review and revisions of the

workflows and decision-making

processes concerning equipment

maintenance in the course of

training, equipment maintenance

and management methods and

how to procure spare parts

42

Procurement and

arrangements for

Feb. - Mar.

2011

JET surveyed the current

situation concerning

9

3-3

repair procurement and arrangements

for repair, and RTA staffs

facilitated a discussion to draw

up appropriate plans for the

same.

MMP Introduction

Workshop

Mar. and

Aug. 2011

Decision made on adopting

“MMP” management support

software to improve efficiency

and the effects of equipment

management. Introduction of the

usage of “MMP” to equipment

maintenance, studio, editing and

OB vans/ENG sections having

adopted the software

6

Training on

Overhaul of VTR

Mar. 2011 Lecture on the basic theory of

the digital betacam format

followed by practical training on

disassembly & re-assembly,

various alignments and case

studies

30

Advanced Course

on Periodic

Maintenance of

VTR

Aug. 2011 Advanced version of the course

on the periodical maintenance of

VTRs in the first project year.

Methods and confirmation of

how to adjust the major parts of

a VTR, using oscilloscopes

4

Training for

Maintenance of

OB Van

Aug. 2011 Maintenance of major

equipment loaded on a OB van,

and how to use the measuring

equipment (oscilloscopes)

20

Training for ENG

Camera

Nov. 2011 Training on the basic knowledge

of ENG camcorders,

maintenance of ENG

camcorders, the basic principles

and use of oscilloscopes

4

Training for MMP

Adoption

(1st session)

Aug. 2011 The outline of MMP for studio

equipment (Studio MMP) and

the practice of data inputting in

Sessions 1 and 2, followed by

10

Training for MMP Dec. 2011 10

3-4

Adoption

(2nd session)

actual use of Studio MMP in

trainees’ sections. A follow-up

session is conducted in

accordance with the learning

progress

Training for MMP

Adoption

(Follow-up)

Jan. - Feb.

2013

20

Training on MMP

for spare parts

management (Parts

MMP)

Sep. - Oct.

2012

Lecture to encourage

understanding of the importance

of spare parts management,

followed by the basics of MMP,

how to input data, and usage of

MMP

10

Training on the

theory of digital

signals

Jan. 2013 Encouragement of

understanding of the theory of

digital signals, focusing on the

difference between digital and

analog signals

10

Training on the

usage of

measuring devices

Jan. 2013 Explanation of various

measuring equipment, focusing

on the usage of oscilloscopes

(including practical training)

10

3-5

3.2 OJT on the Digital Broadcasting Equipment

3.2.1 OJT (August, October – November 2010)

Table 3.2-1 OJT on the Digital Broadcasting Equipment (August, October – November 2010)

Training item Details

1 Method to repair the

mixing console

The touch panel on the mixing console installed in the announcement studio

failed to work properly, and the C/P had no idea of appropriate procedures

for repair, so that JICA experts gave instructions on the situation. They

actually contacted the manufacturer for consultation, and managed to

specify the spare part requiring replacement.

2 Removal, inspections

and reinstallation of

VTR for overhaul

maintenance (4 days)

(No. of trainees: 18

persons)

Training was provided concerning the procedures to remove VTRs from the

rack so as to ask the manufacturers to conduct overhaul maintenance; and

reinstall them safely afterwards. At the same time, JICA experts gave

instructions concerning the minimum basic skills for the C/P to accurately

share the technical information of the state of malfunctions with the service

center of the manufacturers.

The C/P discussed the work method and procedures, and managed to

improve understanding. To share the understanding among the trainees, a

manual was drawn up.

This training was conducted for staffs in charge of maintenance,

including those in the regional stations of RTA.

The training handled the following items:

1) Confirmation of scheduled training

2) Basics of video signals (analog and digital signals)

3) Menu

4) Error messages

5) Tags

6) How to remove VTRs (practical training) → manualized (in Dari)

7) Creation of check lists → manualized (in Dari)

<The contents of training>

1) Training orientation

An explanation was given and confirmation made concerning the overall

schedule, purposes and standardization of training.

2) On video signals (analog and digital signals):

The training concerning analog video signals was conducted to review the

previous lessons and gauge the extent of the trainees’ basic knowledge.

3-6


However, it emerged that more trainees lacked basic knowledge than JET

expected. Therefore, the lecturer had to frequently review and explain

basic matters while giving instructions. Although quite a few trainees had

difficulty in communicating in English, those who could do so gave

supplementary explanations in Dari, and the trainees helped each other

improve understanding and took the ownership of RTA into account.

As for the theory of digital signals, most of the trainees had no

knowledge, and the training took time.

Many trainees did not understand English, and training had to be

conducted basically via interpreters, which took considerable time.

The trainees’ understanding was seemed to be facilitated because the JET

frequently used photographs and graphs in the textbook.

3) What is the Menu?

The digital VTRs owned by RTA are regulated with a pre-configuration of

more than 100 functions, and the current state inside the VTRs is

controlled by a menu linked to the internal computers.

When repair or overhaul maintenance of the VTRs is commissioned to

external contractors, the setting of the VTRs may be sometimes changed

when they are returned. This may subsequently interfere with the

operation, so the training emphasized the need for RTA to keep a record

of essential information about the menu.

Among the menu functions, the function called “Hour Meter” gives

information essential for overhaul maintenance. The trend shown in the

Hour Meter suggests the timing of overhauls and gives clues when the

VTR malfunctions and needs repair.

Some trainees – particularly staffs from local stations – were unaware of

the existence of the menu, so that it was useful to adopt this training.

4) Error messages:

Sensors are installed in various places inside a VTR, and if the internal

computer detects any malfunction or temporary failure in tape transport,

an error message is displayed.

Training referred to the error message function, how to confirm such

messages and the meaning of major messages.

Many trainees incorrectly believed that the function presented all the

3-7


states of malfunctions in detail, including electric circuits, but learned the

appropriate usage of the error message function through the training.

5) Tags:

When racks were installed in RTA and the VTRs placed, tags were

attached to all cables connected to the signal input/output connectors

behind the VTRs. The name of each connector that should be connected is

stated on the face of the tag attached to the cable concerned, while the

name of the equipment to which the cable should be connected at the

opposite end is stated on the rear. Trainees were trained to understand the

meaning of the details stated on tags.

6) How to remove VTRs (practical training) → manualized (in Dari)

The trainees engaged in practical training to remove the VTRs from the

19-inch racks and reinstall them.

Some trainees had already experienced removing the VTRs many times,

while most of trainees from the local stations did not know the way of

removing the VTRs since no local stations were equipped with digital

VTRs unlike the station in Kabul.

The trainees created a manual for the procedures involved in

attaching/removing VTRs to/from the racks after the practical training,

meaning the procedures can now be shared by staffs within RTA. The

manual is in Dari and features easily understandable photos and drawings.

7) Creation of check lists → manualized (in Dari)

When the C/P asks the contractors and manufacturers for repair and

overhaul maintenance, the staffs in charge are often unable to explain

malfunctions or requests accurately, taking time to exchange information

and causing problems involved repeated requests for repair.

To avoid such problems, the staff in charge should learn the method of

clarifying problems. The trainees of the training learned the items to

inspect and confirm, and created check lists.

The check lists will also help RTA crosscheck repair work when

equipment is returned after repair.

After the training session, the trainees made themselves lists in Dari and

incorporated them into the manual.

The VTRs were sent to Dubai for overhauls, and staffs there have already

taken advantage of the training output.

3-8


3 Adjustment of cameras

for program

production

(3 days x twice)

(No. of trainees: 15)

Many RTA staffs were unaware of the basic structure of cameras used in

studios, hence training programs conducted by JET included camera

adjustments for program production.

Accordingly, the training was arranged to give lectures entitled “the basic

structure of cameras” and practical training entitled “back focus adjustment”

and “white balance and black balance adjustments”. During a Q&A session,

JICA experts answered questions, and practical training concerning the

operations of CCU and RCP in the sub-control room to adjust cameras

remotely was conducted.

During this training, staffs from local stations, together with studio operators

of the Kabul station, participated. Since there were many trainees, they were

divided into two groups, A and B.

<The contents of training> common for Groups A and B

1) Lectures:

JICA experts lectured about the following topics, presenting photographs

and conceptual diagrams with a projector.

・The basic structure of cameras

・Color and the optic nerve

・Optical block

・The structure of CCD

・Lenses and flange back; what is ‘smear’?

・The principle of white balance

・What is an electronic shutter?

・Knee and white clip

・What is a gamma curve?

・What is a detail signal?

・Noise and cross color

・About PAL/NTSC signals

Many trainees were learning about these basic matters and principles for

the first time. Since understanding the topics taught in training would

directly affect the appropriate use of cameras, the training was a good

opportunity for staffs using cameras for work to do so. The training

materials did not include English or any textual information, but the

lecturer gave lectures using photographs and illustrations, which made it

easier for the trainees to understand.

The trainees were given the soft copies of the training materials as data so

3-9


that they could use them immediately on site.

2) Practical training:

All the trainees were given the opportunity to adjust the back focus, the

white balance, and the black balance – the adjustments necessary when

the lens was replaced.

Since no local station was equipped with digital cameras, unlike the

Kabul station, many trainees from the regional stations experienced

adjustment for the first time. RTA believes adjusting the back focus is

essential for the use of any camera and thus staffs at local stations should

learn the basics, together with those at the Kabul Headquarter.

However, CCU and RCP to control cameras remotely from the

sub-control room were tuned for actual broadcasting. To avoid unwanted

retuning of instruments for practical training, the lecturer explained the

theory of the operations only. The staffs of the Kabul station became able

to do the basic operations of cameras, CCU and RCP without any

difficulty.

4 Adjustment of audio

level for program

production

(3 days)


When watching TV programs of RTA, there is a problem that it is difficult to

catch the sound since the volume varies among programs. This is considered

to be chiefly attributable to a lack of consensus and actual implementation of

setting a uniform volume throughout all the stages from recording to

program transmission, such as the adjustment of sound level when recording

news in the field by ENG cameras and the adjustment of the level of audio

mixing consoles in studios.

In response problem, in this training, the trainees learned the following

topics:

1) The meaning of the reference signal at 1kHz

2) The importance and method of recording reference signals on tapes

during news gathering (ENG)

3) Adjustment of the sound level for video players for editing

4) The method of outputting a reference signal from studio mixing consoles

5) The method of adjusting the sound level of VTRs for editing by studio

mixing consoles via reference signals

The training was designed for staffs in charge of production, including those

from the regional stations.

In the latter half of the training, the trainees themselves created simple

manuals in Dari.

3-10


Standardizing the method of adjusting the audio level is a future task, but the

ENG/OB van section in charge of news gathering in the field, and indoor

sections such as the editing rooms and studios do not frequently exchange

technical information. The RTA sections should continue to consider how to

set a uniform volume.

5 Regular and periodical

VTR maintenance

(3 days)


Malfunctions which RTA encounter most frequently are related to VTRs. It

is attributable to the fact that the staffs are not well aware of the need for

maintenance work, and unsure how to proceed.

The maintenance work for VTRs chiefly includes the following:

1) Regular maintenance, daily or weekly (including cleaning)

2) Periodical maintenance (including replacement and adjustment of 4 – 5

spare parts)

3) Overhauls (including replacement and adjustment of numerous spare

parts)

The training was designed for staffs in charge of technology, including those

from the regional stations. It was agreed with JET to teach the following

topics in training because of varied technical levels and experiences among

the trainees:

1) The basics of VTRs (lectures and practical training)

2) Need and method of regular and periodical maintenance (lectures and

practical training)

<The training contents>

1) The basics of VTRs

<Lectures>

・Format of VTR

・The mechanism of digital batacam DVW-A500P

・What is the cleaning of VTRs?

・The need of regular and periodical maintenance

・The maintenance menu function of VTR

<Practical training>

・Troubleshooting for malfunctions due to jamming of the tape

As for the troubleshooting for jamming of the tape, since it happened

frequently on program production, the staffs of the Kabul Headquarter

were used to it, however, no trainee from the local stations has skills for

handling the problem.

3-11


Thus, it was arranged for staffs at the Kabul Headquarter to teach those at

local stations in practical training.

Since many trainees had used analog VTRs, they had no problems with

the usage of VTRs. However, the vast majority did not understand the

internal structure of the devices, and the structure of the machinery.

Almost none of the RTA staffs were aware of the theory of signals

necessary to maintain digital VTRs, although the main VTRs were digital

betacam. It was thus meaningful for them to have learned the basic theory

with the support of JET, since it would allow them to reduce unnecessary

malfunctions and disabilities of VTRs.

Trainees were given soft copies of the training materials on request, so

that they could exploit the knowledge and skills learned immediately on

site.

2) Need and method of regular and periodical maintenance (lectures and

practical training)

Regular maintenance involves cleaning VTRs, which can be done with

“cleaning tapes” and “manually”.

The Japanese experts first explained the cleaning methods and which

should be applied when, whereupon the trainees engaged in practical

training.

RTA had cleaned VTRs with cloths of dress shirts, since it could not

afford special cleaning cloths specified by the manufacturer. Now,

however, they learned that they should only use cloths specially designed

for cleaning to avoid malfunctions. The Project procured and supplied

them with special cleaning cloths as specified by the manufacturer.

6 Procurement and

arrangements for

repair

Japanese experts surveyed the current situation concerning procurement and

arrangements for repair, and RTA staffs discussed with the experts to draw

up an appropriate plan concerning procurement and arrangements for repair.

As a result, as a technical achievement, a “draft of the Replenishment Plan

for Digital Video and Audio Spare Parts” was drawn up.

3.2.2 OJT (February –March 2011)

Table 3.2-2 OJT on the Digital Broadcasting Equipment (February –March 2011)

3-12


1 Measuring on

transmitters for

broadcasting

A Japanese expert confirmed the status of operation of transmitters, a core

facility for broadcasting services. Moreover, training was provided in

relation to the existence or otherwise of breakdown of equipment, and

possible malfunctions arising in future, etc.

RTA offered a room in the Kabul TV transmitting station (in Asmai) for a

training venue. A total of 16 trainees participated in the training, of whom 9

worked for TV transmitter station; 2 people for the medium-wave

transmitting sites; 1 person for the short-wave transmitting site; 1 person for

a satellite transmitting site; and 3 for the maintenance and other sections.

The result of surveys by the Japanese expert on the status of operation of TV

transmitters, malfunctions of equipment, etc. found no particular problem. A

JICA expert explained details of how to draft trouble reports and contact the

relevant people in case of serious problems.

2 Training on

procurement and

arrangements for

repair

A JICA expert surveyed the current situation concerning procurement and

arrangements for repair, and RTA staffs facilitated discussion to draw up an

appropriate plan concerning procurement and arrangements for repair. As a

result, as a technical achievement, a “plan to replenish digital video and

audio spare parts, etc.” was drawn up.

3.3 Trainings on the Maintenance and Operation Skills for Digital Broadcasting Equipment

3.3.1 Preparation of Manuals

Although RTA had English operation and maintenance manuals for broadcasting equipment, those were

not properly managed or efficiently utilized. According to recommendation that the promotion of

proper utilization of the manuals could improve the maintenance and operation skills of the RTA

personnel, JET discussed with RTA on how to promote the utilization of the manuals.

Although the manuals were written in English, most of the RTA staff lack English reading and writing

skills. Therefore JET had the manuals translated into the local language (Dari) using a local translator

with supervisor of the C/Ps in Afghanistan.

The portions that the RTA considered most important were selected from large-volume operation and

maintenance manuals and a total of 715 pages were translated into Dari.

3.3.2 Preparation of the Technical Information Library in RTA

Though the Internet is a must to obtain technical information and to ensure close communication with

manufacturers, Internet access was limited in RTA to some managers and many staffs were unable to

obtain or exchange information online. Therefore, as part of the Project activities, PCs and Internet

3-13

connections were prepared for equipment maintenance.

As the staff was provided recommendation by JET that the key is to use the necessary information

resources effectively and improve their knowledge and skills on a daily basis, the Project team worked

on improving the environment so that RTA staff could obtain the required information, in addition to

the preparation of manuals in Dari described in the above section 3.3.1 and the dictionary and case

studies book mentioned in sections 4.1 and 4.2 below.

Though the initial plan was to set up a library with PCs, Internet access, manuals, and technical

documents so that any RTA staff can utilize it anytime as needed, following discussion with RTA

management and JET, the plan was changed due to security considerations and the information

resources are separately set in the managers’ rooms.

3.3.3 RTA Management Training (Problem Analysis Workshop for Technical Managers)

Through the problem analysis workshop and other activities conducted in RTA in March 2010, it was

recognized that RTA’s organizational capacity still had plenty of room for improvement, particularly

staff motivation, workflows, decision-making processes and communication methods. This

management training was conducted to encourage problem-solving at RTA by changing managers’

mindsets in this area, focusing on methods for operation and equipment maintenance and the

procurement of change parts. During the training the participants reviewed the workflows and

decision-making processes concerning equipment maintenance and exchanged opinions on

improvements. As a result, it was decided to improve training management using management support

software which is called “Maintenance Management Program” (hereinafter referred to as “MMP”)

from the second project year onward. Accordingly, RTA established a management system enabling

visualization of the maintenance and management of equipment and the need to replace spare parts

through MMP (see following section 3.3.4 for reference).

3.3.4 MMP Introduction Workshop

As a result of the above described problem analysis workshop for technical managers, RTA’s

management issues were identified. As a concrete solution to such issues, JET proposed management

improvement using “MMP”.

MMP has been developed by a manufacturer of broadcasting equipment as a tool (software) to assist in

managing equipment maintenance sections of broadcast stations mainly in developing countries. If, for

example, data of a VTR hour meter is input every month, the system will calculate and show the timing

of the next maintenance work and the total parts cost, which facilitates budget planning for the

following year.

A workshop to introduce MMP was held, together with the RTA management training outlined in the

previous section, and a meeting to discuss organizations in charge of the MMP operation. Accordingly,

a plan to adopt MMP in the following manner was drawn up, and the decision was made to conduct

MMP introduction training programs from the second project year (for the MMP training program, see

3-14

section 3.3.9 “Training for MMP Adoption”).

<Type of MMP to be introduced>

MMP for studio equipment (hereinafter referred to as “Studio MMP”)

<Sections adopted Studio MMP>

* Management

Deputy General Technical Director

Chief Engineer

* Four departments to operate Studio MMP

1) Maintenance Manager

2) Broadcasting Manager

3) Editing Manager

4) OB van Maintenance Manager

* One staff member in charge of Studio MMP each from the sections (4 persons in total), together with

the managers of the sections listed above

(Later, three sections - power-supply facilities, transmitters and radio sections – also adopted Studio

MMP. The number of sections using Studio MMP totaled 7, accordingly.)

<Timing of introduction>

Training of data input and operation of Studio MMP for around three weeks in the first session in 2011

was implemented. The participating organizations completed the following tasks by the training:

1) Input data of the equipment of which the group is in charge to an Excel sheet. (Excel formats for

the data input have been provided.)

2) Each equipment item must have a unique identification name. Consider a naming method

common to all groups.

3) Consider how to show the ID name on the equipment (e.g. sticker).

3.3.5 Training on Overhaul of VTR in Dubai

Taking the opportunity to overhaul VTRs under a separate contract, the Project provided training in

Dubai on how to deal with and repair failures of digital betacams, which are the major VTR equipment

in RTA. This training was conducted at a manufacturer in Dubai to learn technical information kept by

the manufacturer. It is hoped that, as a result of the training, the RTA staff’s skills to deal with failures

on site will be improved and the stable operation of broadcasting equipment will be promoted. The

Training Plan expert of the Project coordinated all the training sessions in Dubai to ensure the training

would be smoothly conducted.

The training contents were as below:

Overview of approach to Service of VTRs in the Broadcast environment

VTR setup menu

Basic theory of digital betacam format

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Overview of service procedure for Digital VTRs

Mechanical disassembly & re-assembly

Mechanical alignment

Servo system alignment

Electrical alignment

History of common problems

Question & Answer

The training served as a good opportunity to clarify the characteristics of each engineer: namely, who

had a good knowledge of the theory, who was skillful and could swiftly and accurately disassemble

equipment, and so on. The Project conducted the subsequent training courses by aiming to exploit such

characteristics of each engineer and allow RTA to conduct training on its own in future. This approach

encouraged the trainees to become aware of leadership in the organization. It also encouraged staffs to

start sharing and passing on knowledge and skills to other staffs, though such customs had not been

practiced previously.

3.3.6 Advanced Course on Periodic Maintenance of VTR

As a start to the course, trainees learned the need for periodic maintenance for broadcasting equipment,

in particular, VTRs because of their mechanical structures. They also learned that this maintenance was

needed to avoid breakdown, as well as maintain video image quality and reduce costs.

This time, since the trainees had attended the course on periodical maintenance of VTRs in the first

project year, the following topics were taught in this advanced course. More than 80 % of the course

work was devoted to practical training, where the trainees learned, using measuring devices such as

oscilloscopes, how to adjust the major parts of a VTR.

1) How to use service manuals on PCs (lecture)

2) About special tools for maintenance work (lecture and practical training)

3) Types of spare parts and methods of replacement (lecture and practical training)

4) How to adjust the machine after replacement of spare parts (lecture and practical training)

5) Confirmation after adjustment (lecture and practical training)

Practical training was given by always referring to the service manuals which the RTA owned in

consideration of continuance of the trainees’ skills of VTR maintenance.

3.3.7 Training for Maintenance of OB Vans

The course chiefly focused on major equipment loaded on a OB van – namely, VTRs, camera heads,

camera control units (hereinafter referred to as “CCU”) and measuring devices, oscilloscopes. To

ensure the training properly reflected the current state, specifically RTA staffs lacking the knowledge

necessary to maintain the equipment, the training was designed to incorporate requests of RTA as much

as possible as listed below. The training course was implemented for a total of 5 trainees.

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Basics of VTR

Regular (daily/weekly) maintenance of VTR

Basics of the camera system

Principle of the major functions of camera system

Meaning and principle of the operation buttons, etc. of CCU

Principle of oscilloscope

Practice in basic use of oscilloscope

Since all the trainees had little knowledge and were even unaware of the difference between digital and

analog signals, the course offered a lecture by a Japanese expert in charge of Digital Video Equipment

on the basics of VTR, the importance of regular maintenance and related cautions on one hand, and, on

the other, practical training on cleaning of VTR heads with special cloths.

As for cameras, the principle of operation buttons, etc. and the meanings of, for example, “gain switch”

and “knee” were explained. Moreover, instructions were given concerning oscilloscope, and the

trainees practiced using them, whereupon they mastered the basic operation of measuring devices.

The trainees had varied backgrounds: some were from maintenance or production sections and others

from sections in charge of transmitters and etc. The levels of their skills and knowledge on detailed

points also varied. As a result, the training proceeded somewhat inefficiently. It was acknowledged that,

in order for RTA to continuously and self-reliantly conduct training, it should become able to train

personnel to serve as lecturers and conduct training to some extent within each section.

3.3.8 Training for ENG Camera

This course was held in Dubai. The model of using the camcorder for electric news gathering

(hereinafter referred to as “ENG”), which is a camera integrated with a VTR, which RTA actually used

(Sony, DVW-707P) were rented in Dubai, the training site, prior to the training. To maximize the

effects within the short time, the training incorporated the requests of the four trainees and focused on

Q&A sessions as much as possible, prioritizing topics that were highly necessary on site. The course

descriptions were as follows:

Basic of the VTR part of camcorder

Regular maintenance (daily/weekly) of the VTR part of camcorder

Basic of the camera part of camcorder

Principle of operation buttons, etc. (major functions) of camcorder

Principle of oscilloscope

Practice in basic use of oscilloscope (practical training)

The work experience and technical levels of the trainees varied considerably. The course gave very

basic knowledge and principles of, for example, color temperatures and camera filters, which trainees

should have known in advance to operate the equipment. A participating cameraman raised a question,

saying that he could not focus correctly when using the zoom function. It then emerged that he had no

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knowledge of how to adjust the flange focal length, which is essential for cameramen. Taking this into

account, the expert promptly arranged practical training in adjusting the flange focal length. Dealing

with problems as seen here is expected to enhance the capacity of the trainees for judgment to find

incorrect adjustments rather than simply concluding that the equipment was broken.

3.3.9 Training for MMP Adoption

MMP management support software designed for section administrators in the technical department of

broadcast stations in developing countries has three versions: “Studio MMP” for studios and editing

equipment; “MMP for spare parts management” and “ENG MMP” for equipment management for

ENG. First, the training was conducted to have RTA adopt Studio MMP. During the third project year,

training on adopting the MMP for spare parts (hereinafter referred to as “Parts MMP”) management

was conducted.

(1) Studio MMP

Training on adopting Studio MMP was conducted in three sessions. Sessions 1 (in August 2011) and 2

(in December 2011) were each aimed at 10 trainees, giving them the opportunities to learn the outline

and basics of Studio MMP. After the sessions, the trainees actually used MMP in their own sections. A

follow-up session was conducted (in January 2013) for 20 trainees, using actual data and case studies to

have them get used to the software and use it on a routine basis.

i. Training for MMP Adoption: Session 1

The course began with explanations of the necessity and advantages of maintenance work for

equipment. This was followed by work asking the trainees to elucidate problems of the current

management system of RTA and list the possible advantages of adopting Studio MMP. Next, the

trainees received practical training in the “input of data concerning equipment and places to allocate

equipment” and “methods of periodical data input and the use of MMP data”. The trainees practiced

various input methods and the use of Studio MMP, using mock data for a virtual broadcasting station.

Decisions and confirmations were made on the following matters, and a confirmation letter was created

in English and Dari for RTA to facilitate MMP by themselves.

Sections using MMP (Studio, Editing, OB van/ENG, and Equipment maintenance

sections)will operate Studio MMP independently

Appointment of a manager supervising Studio MMP (a chief engineer has been already

appointed by the Technical General Director of RTA)

Appointment of a person responsible for management of Studio MMP in each section

Clarification of the coverage of Studio MMP of the four sections

Preparation of action items (data input, etc.) and schedule until the second session of the

training course

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ii. Training for MMP Adoption: Session 2

In the second session, the actual data input by the trainees after the first session would be assessed for

problem solutions. However, since only three of 10 registered people attended the previous session, the

contents of the course was modified for solving problems.

The first session of the training course was addressed to four sections – namely, Studio, Editing, OB

van/ENG, and Equipment maintenance. This time, new trainees from three sections (Power-supply

facilities, Transmitters and Radio) also joined the course. Thus, the course repeated the basics of

MMP but in a short time, seven days, as opposed to three weeks spent in the first session, hence

focused on the basic management, part of the functions of Studio MMP.

The course descriptions concerning the basic management were as follows:

The need for maintenance and management of equipment

The basics and use of Studio MMP

Practical training of data inputting

Trainees from “Studio” and “OB van/ENG” out of the four sections participating in the first session had

completed one of the action items, data inputting. Trainees from the section in charge of the

Power-supply facilities who joined the training course from this session had learned, before joining the

course, how to use Studio MMP, and brought actual data. Thus, practical training was implemented

concerning problem solutions by assessing three kinds of actual data.

Since ethnic balance is a sensitive issue, RTA had to carefully select the trainees to be dispatched.

Although JET advised that core members should be trained first to have staffs familiar with Studio

MMP, RTA was unable to send the same trainees to both Sessions 1 and 2. The training courses also

revealed that the trainees lacked basic knowledge of PC operation: namely, they had other issues to

tackle, such as improving PC operation, to have staffs familiar with Studio MMP.

iii. Follow-up Training to Adopt Studio MMP

A follow-up session was conducted in response to the training to adopt Studio MMP that was

conducted in the second project year as part of the Studio MMP adoption training. In the second year,

the training was addressed to staffs in managerial posts of each section to adopt the Studio MMP, and

now the sections from which staffs attended the training course use the Studio MMP. The third project

year was spent on examining the project outputs, clarifying any problems of training conducted the

previous project year, and discussing potential solutions. The examinations of the outputs focused on

the objectives of adopting the Studio MMP, namely, “management of locations of equipment”,

“forecasting the timing of maintenance work”, “listing spare parts subject to regular replacement” and

“maintenance reports”.

The latest training was designed as a follow-up training course, but quite a few trainees attended the

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course for the first time. Accordingly, a prior orientation was conducted before the third-country

training to prompt them to understand the basics of the Studio MMP and the training objectives.

The outline of MMP

Practical training on data inputting

Usage of input data

How to back up MMP data

(2) Training on Parts MMP

Training on Studio MMP was conducted as part of training on MMP adoption in the second project

year. This time, training on Parts MMP was conducted so that RTA could learn how to manage spare

parts in stock, and plan the introduction of new equipment and the related budget.

In Afghanistan, since no manufacturers of broadcasting equipment provide appropriate maintenance

services, RTA itself maintains the equipment it owns. In reality, however, their spare parts are stored in

poor maintenance environments, even alongside the spare parts of other equipment no longer in use.

Thus, RTA staffs had difficulty in immediately locating the necessary spare parts. Since Parts MMP

solves such problems, the participants engaged enthusiastically in the training session.

In light of the training experience on Studio MMP, training to adopt Parts MMP for spare parts

management was conducted over 4 weeks to allow RTA staffs to get used to the software, after which

follow-up activities to support their actual operation were carried out.

Training to Adopt Parts MMP

Since RTA has a section responsible for equipment maintenance at each of the TV, Radio,

Transmitter and other departments, applications for participating in the training were accepted from

the five sections: namely, “TV maintenance”, “OB van”, “Radio”, “Radio Transmitters” and “TV

Transmitters”. Since a training session to adopt MMP had been conducted in the previous project

year, Studio MMP was better known in RTA. The training was conducted under the ownership of

RTA: trainees already aware of what Studio MMP was for gave a detailed account of it to other

trainees.

Since the training was designed to enable the participating trainees to immediately engage in their

duties using Studio MMP, they were requested in advance to bring information about spare parts

management at their sections, and engaged in practical training with actual data brought in by

themselves. Because the training was closely linked to practical work, the trainees could easily

manage to learn tips on how to use the software and exchanged various opinions and ideas

concerning usage in the field during the training session. The software of Parts MMP was

customized to meet the RTA situation, accordingly.

The training topics were as follows:

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Necessity for spare parts management

The basics and usage of Parts MMP

Practical training on data inputting

Advanced search for spare parts

Assistance in spare parts order placement

Data on entry/dispatch of spare parts, and total assets

Training to Adopt MMP for Spare Parts Management

Following the training to adopt Parts MMP conducted in Istanbul, follow-up training for practical

work was conducted on site in December 2012. The TV maintenance section within the RTA

Headquarter was designated as a model case for staffs familiar with Parts MMP for spare parts

management. At the same time, RTA joined Japanese experts to conduct a survey on the current state

of the 5 participating sections, the findings of which are outlined in the following table:

Table 3.3-1 Survey on the Current State of Sections

Adopting MMP for Spare Parts Management after Training

Section State of spare parts storage

Data input Issues

TV maintenance

The warehouse is being sorted to be made a model case.

Following sorting of the warehouse, input of all data is scheduled.

The sorting and data-inputting works continue, with completion scheduled for March 2013.

OB van Several thousand spare parts for equipment no longer in use are in stock, despite a shortage of spare parts needed and requiring management.

Because of the situation stated on the left, no data-inputting work is conducted.

Currently, the TV maintenance section manages spare parts for OB vans, but the OB van section plans to manage parts on its own in future.

Radio The same as the OB van section.

The same as the OB van section.

Spare parts that no longer used are being disposed of.

Radio Transmitter

Spare parts are labeled and stored on shelves in a warehouse.

A list of several hundred spare parts is compiled to input data in Parts MMP.

A number of identical codes were applied to multiple items, so revisions were made upon the advice of Japanese experts. The section has been actively making progress to adopt Parts MMP.

TV Transmitter The warehouse is clean and tidy but small.

The section has already started to create a database for management with MMP.

Since codes were not attached to many items, a database is being created by setting original code numbers. The section has been enthusiastically making progress.

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The OB van and Radio sections located within the RTA Headquarter leave the management of their

spare parts to the TV maintenance section and thus lack their own warehouse at the moment.

However, they are planning to manage spare parts individually in future and dispose of unnecessary

parts. The Radio Transmitter and TV Transmitter sections, both of which are remote from the

Headquarter, have exploited the lessons learned in training: they have labeled racks and store spare

parts in storage boxes to facilitate locating the necessary spare parts. They are currently sorting out

data and taking actions; fully aware of Parts MMP.

3.3.10 Training on the theory of digital signals

At the moment, most RTA staffs work without having basic knowledge of the theory of signals, since

no staff member is sufficiently proficient to conduct internal training. The training was conducted

among mid-ranking staffs so that they could learn the basic theory of digital signals and promote

improvement of technical skills and knowledge among all staffs.

JET conducted hearings to determine aspects of basic knowledge in short and problems related to

equipment maintenance caused by a lack of knowledge to design training that were practical and

directly rated to actual work.

As a result, lectures initially focused on the difference between analog and digital signals, followed by

the advantages of digital signals, and the principles of digital compression technology enabling

long-hour recordings on DVDs, digital VTRs and other digital media.

The trainees also learned how to handle various digital equipment and the backgrounds since digital

VTRs, camcorders and other digital equipment comprise digital circuits, even if their basic functions

are identical to those of analog equipment.


Difference between digital and analog video signals

Standards for digital signals

Why is digital compression technology essential?

The principles of digital compression technology

The principles of error correction technology

Digital transmission technology

Notes on handling digital equipment

Staffs in charge of program production, cameramen, engineers in charge of maintenance and staffs of

various fields from the studio equipment and transmitter sections participated in the training.

Accordingly, the training covered a wide range of topics, including specialized perspectives of each

field, the principles of electric circuits such as conversion from digital to analog signals and digital

broadcasting technology as a broadcasting system.

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3.3.11 Training on the Usage of Measuring Equipment

RTA owns a number of measuring equipment, most of which are to adjust newly procured equipment

(under Japan’s grant aid cooperation) when installed, and thus unused under normal circumstances.

Since staffs lack understanding of the characteristics and purposes of the equipment, they are also

unfamiliar with its usage. Moreover, they do not know the different aspects of using the equipment and

oscilloscopes required for actual maintenance and inspection work, and are unable to use appropriate

measuring equipment appropriately.

The training first gave lectures on basic knowledge, namely, how to use various measuring devices,

followed by lectures and practical training on the usage of oscilloscope which is the most heavily used

item in practical work.

Since measuring devices are closely related to the theory of digital signals, the training was conducted

simultaneously with training on the theory of digital signals so that the trainees could deepen their

understanding interactively.


Basic structural components of oscilloscope

How to handle probes and cautions

Practical training in the usage of analog oscilloscope

Practical training in the usage of digital oscilloscope

Digital signal measuring technology

In practical training following lectures, the trainees actually handled signal generators which could

generate various frequencies and voltages. They trained themselves in a manner whereby those who

had mastered how to measure frequencies prompted others to try to measure different frequencies. The

training session was attended by staffs in charge of program editing, transmitting and various other

sections, including those which actually owned digital oscilloscopes.

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4 Outputs Obtained through the Project Activities

4.1 Achievements of Outputs of the Project

The achievements of outputs have been described in terms of indicators shown in Table 4.1-1 below. As

for implementation of internal training, training sessions in the first project year were attended by many

participants since training was held in Kabul, but the total number of participants in training fell in the

second and subsequent years since training was held overseas. Despite this, it appears that the training

sessions overseas were held at hotels and other suitable training venues, enabling participants to

concentrate and perhaps attain high-level proficiency.

It is concluded that the project outputs have been produced in terms of the indicators as shown in the

following table. Noteworthy outputs are shown in Sections 4.2 and 4.3.

Table 4.1-1 Achievements in Relation to Predetermined Indicators

No. Indicator Achievement

The first project year

1-1. The lists of the RTA broadcasting

equipment are renewed.

The lists of broadcasting equipment at each section

were renewed by including maintenance and

inspection records, the existence of manuals and

other new factors.

1-2. RTA staff’s operation procedures for the

broadcasting equipment are identified.

Simple manuals for operation procedures for the

broadcasting equipment were created, and efforts

were made to encourage RTA staffs to use them.

1-3. RTA’s system and procedures for the

broadcasting equipment maintenance are

identified.

Problems related to operation and management

were analyzed, and tables of records necessary for

management were created so that RTA staffs could

operate and maintain the broadcasting equipment

with appropriate procedures.

2-1. Training on the digital broadcasting

equipment operation is implemented.

Together with the following Item 3-2 below,

training was implemented on 30 topics for a total of

152 days and with the participation of 260 trainees.

3-1. The necessary equipment and spare parts to

maintain the broadcasting equipment are

procured.

Various equipment was procured

(for details, see Clause 5.1).


equipment maintenance is implemented.

As Item 2-1 above.

3-3. A plan to procure the necessary parts for the

broadcasting equipment maintenance is

prepared.

Draft Replenishment Plan for Digital Video and

Audio Spare Parts, etc. were created in both

English and Dali.

The second project year

4-2


1-1. The lists of the broadcasting equipment of

RTA are updated.

Following the introduction of Studio MMP, the lists

of the broadcasting equipment for four sections

were updated.

1-2. The operation manuals for the broadcasting

equipment of RTA are updated.

As in the first project year, simple operation

manuals for the broadcasting equipment were

created. A total of 225 pages of manuals, which

were provided by equipment manufacturers at the

time of procurement and would be frequently used,

were translated into Dali.

1-3. The maintenance manuals for the

broadcasting equipment of RTA are

updated.

As in the case above, manuals were created and a

total of 435 pages of maintenance manuals that

were provided by manufacturers and would be

frequently used were translated into Dali.

2-1. Training on the operation skills for the

broadcasting equipment is implemented.

Together with the following Item 3-2 below,

training was implemented on 6 topics for a total of

32 days and with the participation of 44 trainees.

2-2. A sustainable system to implement training

on the broadcasting equipment operation is

established.

Discussion was made about Training Plan drafted

in the first project year to consider a feasible

training scheme (The training plan was created

separately as an output of technical cooperation).

3-1. The necessary equipment and spare parts to

maintain the broadcasting equipment are

procured.

Equipment and spare parts, particularly those which

were fragile, were procured for maintenance

(for details, see Clause 5.1).


equipment maintenance is implemented.

The same as Item 2-1 above.

3-3. A sustainable system to implement the

training on the broadcasting equipment

maintenance is established.

The same as Item 2-2 above.

3-4. A plan to procure the necessary parts for the

broadcasting equipment maintenance is

updated.

The project term was extended for a year, and the

Replenishment Plan drafted in the first project year

were finalized in the third project year.

The third project year

1-1. Follow-up training on Studio MMP is

implemented and the number of

departments adopting the equipment

increases.

Training was implemented for 29 days and with the

participation of 30 trainees. This time, the coverage

of training was expanded from the previous four to

all seven sections of the technical department.

1-2. Parts MMP for spare parts management is

adopted and spare parts are appropriately

Training was implemented for a total of 36 days

and with the participation of 20 trainees, and the

4-3


managed. introduction of Parts MMP allowed each section of

the technical department to appropriately unify the

management of spare parts, which had been

managed in a disorganized manner.

2-1. Training on the theory of digital signals is

conducted, and trainees gain deep

understanding of the basic details.


participation of 10 trainees.

2-2. Training on the use of measuring equipment

is conducted to improve the skills of the

trainees.


participation of 10 trainees. It focused on practical

training and enabled the trainees to improve their

skills.

4.2 Creation of Deliverables of the Technical Cooperation

(1) Compilation of a Dictionary of Broadcasting Technical Terms

To develop the capacity of RTA staffs, it is fairly effective to use technical documents such as

Broadcasting Technical Term Dictionary. RTA, however, had documents in English only, so those who

had difficulty in English could not read them. In response, the Project set up, as part of its activities, a

Committee on Compiling a Broadcasting Technical Term Dictionary (hereinafter the “Compilation

Committee”) in RTA, targeting the creation of a Broadcasting Technical Term Dictionary in Dari. Six

staffs in managerial posts in the Technical Department of RTA joined the committee.

In the first project year, JET collected basic information about and analyzed problems of RTA, and

pointed out that RTA lacked information sources (such as technical information publication, reference

books and Internet access) available to their broadcasting engineers. JET thus concluded that the RTA

broadcasting engineers lacked access to information and opportunities to increase their knowledge and

technical levels with voluntary efforts and solve problems at work.

The C/P proceeded to compile the dictionary step by step: “selection of terms”, “defining the terms”,

“translation between English and Dari” and “review and revisions”. To define the terms, they used

manuals issued by manufacturers and reference books featuring technical information and broadcasting

technologies available on the Internet (the Internet connections were prepared as described in section

3.3.2 above). When referring to existing information, they were careful not to infringe any copyright.

The Compilation Committee set out a target of creating a draft version containing 50 terms by March

2011 and a final version with 400 terms by March 2012. Striving actively, the Compilation Committee

managed to complete the dictionary in Dari covering 470 terms, which exceeded the target.

The JICA experts and C/P exchanged opinions using manuscripts in English with the help of an

English-Dari interpreter, who also participated in the compilation work, but most of the discussions and

compilation work were made in Dari. Of the participants, a cameraman in charge of overseas news was

4-4

the only person who could manage to discuss and create documents in English and operate personal

computers, and thus had to do most of the compiling work. Even so, RTA treasured the fact that it

managed to compile the dictionary using only its own human resources.

(2) Compilation of a Case Studies Book of Broadcasting Equipment Troubleshooting

Case studies featuring previous troubles of equipment are useful for avoiding other troubles and

troubleshooting. Following the advice of JET that RTA should accumulate the knowledge of engineers,

put their experiences in writing and share them for sustainable equipment operation, RTA compiled

troubleshooting based on previous problem-solving at the Kabul Headquarter and the regional stations

to create a case studies book of broadcasting equipment troubleshooting (hereinafter referred to as

“Case Studies Book”), both in Dari and English. RTA had not engaged in marshaling and recording

case studies of troubles, but its staffs showed understanding of the importance and compiled the Case

Studies Book.

On the initiative of the Compilation Committee, the C/P started to compile the Case Studies book in

October 2010 and completed a draft version, including 20 cases, by the end of the first project year.

Moreover, a total of 10 RTA broadcasting engineers joined work in compiling the case studies book

intensively conducted in the second project year (in August 2011) in Dubai. They aimed to improve the

draft version created in the first project year by incorporating more practical contents. The C/P

proceeded with the compilation work step by step: “selection of cases”, “determination of the person in

charge of comments in each case”, “introduction cases and discussion by two-person team” and

“presentations and discussions”, where experts aimed to elicit the experience and knowledge of the

participants and reflect them in the Case Studies Book.

The final version was completed with 21 case studies. It is believed that reviewing previous troubles

through the compiling work helped Compilation Committee members further enhance their skills.

(3) Creation of a Replenishment Plan for Digital Video and Audio Spare Parts

In drawing up a replenishment plan for digital video and audio spare parts (hereinafter referred to as the

“Replenishment Plan”), in view of the erratic budget allocation among fiscal years by the Government

of Afghanistan, the need to clarify the approach to replenishing spare parts was acknowledged. This

was an arrangement to enable the C/Ps to update the plan and procure the necessary spare parts of their

own accord, even after completion of the Project.

The mainstays of the approach to the replenishment plan were as follows:

To take into account the service life of equipment

To bear in mind the timing for parts replacement as recommended by manufacturers

To take into account the term of maintenance services provided by the manufacturers in case

the manufacturers decided to discontinue production

To bear in mind that the degree of wear and tear of parts varies depending on the

environment

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To consider the possibility of purchasing new equipment when expensive spare parts are

required

To take into account the fact that no supplier of the manufacturers of broadcasting

equipment exists in Afghanistan

Based on the above mainstays, it can be concluded that RTA should keep spare parts in stock at all

times, rather than purchasing when needed. In addition, the studio broadcasting equipment used by

RTA is expected to be discontinued due to the global shift of broadcasting stations to digital terrestrial

broadcasting systems and high-definition television. Moreover, since this also involves cessation of

production of related spare parts, it is expected to become increasingly difficult to maintain and manage

the existing equipment. One countermeasure is to conclude annual maintenance agreements with some

manufacturers to secure a stable supply of spare parts. Before anything, however, RTA must establish

its basic stance as a plan to replenish spare parts.

Considering these factors, RTA created the Replenishment Plan with the support of JET. At the same

time, thanks to the output of MMPs that automatically indicates when spare parts need replacement,

RTA can now clearly determine the volume of spare parts in stock. In future, RTA is encouraged to use

the output of MMPs as materials indicating reasonable grounds for prompting the government to secure

the budget.

(4) Creation of the Training Plan for Technical Department of RTA

A training plan for Technical Department of RTA (hereafter referred to as “Training Plan”) was drawn

up by the C/P with the support of JET and in view of the situation affecting the RTA Technical

Department, future prospects in the coming years (less than five years); and in consideration of the

nature of training, implementing scheme and other elements which could help the RTA technical

department conduct training programs of its own accord and on a continual basis in future.

Discussions began by sharing and recognizing problems with senior engineers of various sections of

the Technical Department. Careful attention was paid so that discussions could focus on specific

aspects of the Training Plan. For this purpose, all the issues raised were classified into three categories:

problems of the organization themselves; those arising from individual workers, such as capacity,

methods to accumulate knowledge; and those arising from an inability to secure the necessary budgets.

This was an arrangement to avoid any short-sighted discussion blaming the inability to secure budget

for all problems.

As scheduled, a draft of the Training Plan was completed at the end of the first project year.

In the second project year, a review was made to improve the drafted plan by sending a total of seven

trainees to Dubai. All participating trainees shared examples of self-help efforts which the RTA staffs

were making in everyday work to select and list effective activities of those currently undertaken by

RTA and eventually improve their technological capacity. The participants also listed general training

activities to which RTA were committed.

4-6

The trainees then discussed whether or not the items on the list could achieve the effects, sorted out

those potentially effective, and examined approaches (terms of training programs, days required,

learning materials, sources of technical information, etc.) necessary to implement the selective items as

training courses.

The trainees sent to Dubai took the results of the discussions back to RTA to consider their feasibility at

their workplaces, incorporated the results of the consideration in the final version and finalized the

training plan.

4.3 Achievements from Training and Other Project Activities

(1) Accumulation and Sharing of Manuals and Technical Documents

During the initial dispatch of JICA experts in March 2010, JET gathered information and investigated

the actual state of the RTA Technical Department at the onset of the Project through the baseline survey

and problem analysis workshop, and all concerned parties shared information on various problems of

the Technical Department. An inventory list and various work journal sheets were created, and

consideration was made together with JET so as to collect and accumulate basic data.

After sorting out RTA’s problems on the Technical Department, it emerged out that they did not fully

utilize the operation and maintenance manuals due to a lack of English proficiency. Thus, a total of 715

pages of the operation and maintenance manuals that were frequently used on a daily basis were

translated into Dari as part of the Project activities to encourage staffs of the department in RTA to

improve their skills. It was also decided to found a Compilation Committee as well as translating the

operation and maintenance manuals into Dari.

Moreover, in view of the low literacy rate and poor reading habits, guidance was given to the C/Ps

concerning how to create simple manuals. This helped improve the working environment, and in

settlement of technologies and information sharing within RTA so that not just educated engineers but

also workers at different levels could effectively utilize manuals.

Prior to implementation of this project, RTA had no sufficient information sources available to

broadcasting engineers, and the experience and skills of engineers were held by each individual and

were neither sorted nor systematically shared at the workplaces. To rectify this, the C/P created simple

manuals on operation and maintenance of broadcasting equipment, the Broadcasting Technical Term

Dictionary, the Case Studies Book in Dari and other documents to facilitate efforts by engineers to

share knowledge of broadcasting technologies. The participants in the training programs did recognize

the significance and importance of these activities. However, in reality, since only a limited number of

staffs had a minimum knowledge of English and computer literacy, the number of staff who proactively

participated in the work was also limited.

It is considered important to prompt RTA staffs to update and improve the Dictionary and Case Studies

Book, both of which were produced as outputs of the Project. To ensure this, the capacity of RTA

managers to manage the organization must be improved so that they can assign the right tasks to the

4-7

right people and supervise the work progress. It is also acknowledged that RTA must commit itself to

improving basic proficiency in English and operational computer literacy among staffs.

(2) Improvement of Management Capacity

The low management capacity and insufficient management system were recognized in the problem

analysis workshop conducted when the Project was launched. In response, a training program for

managers was conducted to improve the management capacity, management system and workflow so

as to prevent unnecessary problems with equipment from occurring in advance, secure the appropriate

annual budget for maintenance and management costs, and clarify the scopes of responsibilities of

operators and maintenance and management engineers.

As part of efforts to improve the management capacity, MMPs were introduced. It is reported that, at

the early stage of the training to adopt MMPs, most of the trainees voluntarily spent their break time in

the training course on the software, since it was the first time that they had come across a rational data

management method using computers. Prior to the training, most of the trainees were not used to

computers and did not even know the term “double-click”, but learned that the software was useful for

their work and committed themselves actively to training. This served as a trigger to utilize PC

software to a greater extent for maintenance and management work in future.

For equipment management, MMPs requires a unique ID for each piece of equipment, registration of

the data, and posting of ID labels to the actual equipment. The relevant RTA staffs and the JET spent

long hours discussing how to assign IDs because it was the first and basic step to managing equipment

according to a certain rule. Based on these discussions, IDs were assigned to all pieces of equipment to

be covered by MMPs, which were then managed by the software.

(3) Periodical Inspection and Routine Maintenance

In the advanced course on periodical VTR maintenance, trainees learned the need and methods for

periodical replacement of spare parts, and how to adjust the relevant structural and electrical parts. In

particular, the trainees thoroughly studied the basic use of measuring equipment such as oscilloscopes

required for electrical adjustment. At the same time, they were beginning to use service manuals

effectively, though they had not done so previously due to language-related problems. Since these

manuals contain necessary and more advanced topics, it was meaningful for them to get into the habit

of using them.

In the training courses for maintenance of OB van and news car equipment, trainees mastered the

meanings of terms displayed on screen for maintenance and equipment management, which they used

in day-to-day activities. The displays of broadcasting equipment are basically in English, and it is

crucial to understand the meanings of the terms. This understanding was expected to enable the staff s

to acquire adjustment methods in future. Moreover, staffs who were previously unable to use

oscilloscopes have mastered the basic use of the equipment. This is believed to promote appropriate

maintenance and inspection work.

5-1

5 Procurement of Provided Equipment, etc.

5.1 Provided Equipment

The equipment and spare parts listed below were procured and supplied as grant equipment (For a

detailed list, see Appendices-4, -5 and -6). The approximate prices and reasons for procurement are also

shown below.

<Procurement in the first project year>

Personal computers (8 sets), server (1 set), printers (5 sets) and software, etc. (1 set): approx. 3 million

JPY

PCs and various related equipment were procured to implement the maintenance and management

methods under the Project, such as creation of posters to prevent human errors when operating

equipment and recording the history of troubles and problems of equipment.

VTR tapes (1 set): approx. 800,000 JPY

RTA has been using damaged or worn VTR tapes and thus risked troubles with equipment. To promote

the appropriate use of equipment, the Project procured new VTR tapes.

Tapes for VTR (betacam) adjustment (1 set): approx. 1.1 million JPY

These are standard reference tapes to confirm the playing and recording of digital betacams, an

essential item for maintenance and inspections of the same. The Project procured them because RTA

lacked enough of these alignment tapes and were unable to adjust betacams properly.

AD converter (1 set): approx. 3 million JPY

RTA was using both analog and digital equipment. Analog and digital signals require different

measuring equipment and monitors: the use of two signal types requires twice as many of the latter.

While RTA was already short of these equipment for both analog and digital signals, it would be

financially difficult to procure all the necessary devices. The Project thus procured an AD converter

applicable to both signal types so that RTA could swiftly check the video pictures regardless of the

signal type.

XD cam (1 set): approx. 3 million JPY

RTA had no alternative machines when their VTRs were under repair, and risked delay in program

production every time trouble arose to the VTRs. They were unable to plan periodical maintenance or

the necessary maintenance work except when the VTRs actually broke down. The XD cam can handle

various VTR recording formats and both analog and digital signals used by RTA. The Project procured

1 set of XD cam as replacement equipment while maintenance and inspection work was in operation.

Spare parts (1 set): approx. 1 million JPY

RTA was short of consumable supplies for the VTRs and unable to repair VTRs within the station. The

Project procured these supplies and RTA can now conduct periodical maintenance of digital betacams

and other devices within the station.

<Procurement in the second project year>

Routing switcher (1 set): approx. 3.45 million JPY

5-2

The backup video/audio switcher (a backup equipment to switch broadcast contents to transmit) in the

master control room in RTA was broken, hence the Project procured a substitute switcher.

Equipment maintenance and management tools (Studio MMP) (8 sets): approx. 4.5 million JPY

Studio MMP is a management tool to replace consumable supplies and spare parts of the equipment in

possession. The serial number of each piece of equipment is input in advance, whereupon the software

specifies and notifies the contents of replacement parts and the timing of the replacement. The adoption

of Studio MMP enables RTA to make plans for procurement or replacement of backup parts on their

own initiative, hence the Project procured software, textbooks, manuals and other relevant supplies for

Studio MMP. Training programs for the use of Studio MMP were also implemented showing successful

results.

Backup boards for VTRs (2 sets) and replacement parts (1 set): approx. 9.7 million JPY

Since there is no repair agent for broadcasting equipment in Afghanistan, RTA must send equipment to

agents abroad when trouble occurs and RTA cannot handle it by themselves, which could affect

program production. If they have backup boards, they can check faulty parts causing problems in a unit

of the board, and send only the problematic boards to repair agents. The Project thus procured these

backup boards, together with the necessary consumables, taking into account the age of services of the

equipment owned by RTA.

Accessories for measuring equipment (1 set): approx. 400,000 JPY

Since special cables necessary for the measuring equipment were decrepit or absent, the Project

procured new ones. This will enable the C/Ps to use the devices appropriately when conducting

maintenance and inspection work.

<Procurement in the third project year>

Equipment maintenance and management tools (Parts MMP and Studio MMP) (16 sets): approx. 8.8

million JPY

MMPs are management tools to replace consumable supplies and spare parts of the equipment in

possession. The serial number of each piece of equipment is input in advance, whereupon the software

specifies and notifies the contents of replacement parts and the timing of the replacement. The adoption

of MMP enables RTA to plan the procurement or replacement of backup parts on its own initiative,

hence the Project procured software, textbooks, manuals and other relevant supplies for MMPs.

Training programs for the use of MMPs were also implemented showing successful results.

Storage rack for spare parts: approx. 60,000 JPY

A rack to store storage boxes for spare parts was procured. The size and shape were determined in

consultation with the C/P to appropriately fit into the space in an RTA warehouse and correctly store

storage boxes.

Storage boxes for spare parts: approx. 300,000 JPY

Storage boxes were procured to protect spare parts from dusts and humidity, and easily accommodate

spare parts in and out of storage. To date, newly purchased parts had been kept unpacked for storage:

small parts were packed untidily in large boxes, and it was difficult to take them out. Moreover, spare

parts of various sizes were stored messily. The storage box improves the work environment and

5-3

efficiency.

Labels to manage spare parts and equipment: approx. 400,000 JPY

MMP assigns a number to each piece of equipment in use and compiles a database for efficient

equipment management. RTA had owned a label maker to print out ID numbers but lacked labels. Thus,

labels for the label maker were procured.

5.2 Repair

The pieces of equipment repaired under the Project are the following two items (for a detailed list, see

Appendices -4, -5 and -6). Their approximate values and the reasons for repair are also shown below.

Repair of the studio to the transmitting station link (hereinafter referred to as “STL”): approx. 1.1

million JPY

The STL is used to transmit signals from the studio to a transmitting station. The failure of the

equipment will affect broadcasting services to the city of Kabul as a whole. The current trouble with the

equipment did not affect the services: the output power of the transmitters had lowered with the alarm

light on, but the receiver of STL at the Asmai transmitting station could make up for the reduced output

power. Even so, the equipment was likely to malfunction and become unable to receive signals sooner

or later, hence the need to request repair from the manufacturer while the backup link was still working.

Repair of mixing console: 4.3 million JPY

The mixing consoles, On Air 1000, for the news studio and bilingual studio, were procured under a

grant aid project of Japan. However, the console for the bilingual studio frequently broke down. RTA

could not finance the repair expenses and continued using the console by taking stopgap measures in

the event of malfunctions. These stopgap measures may induce other problems with different parts of

the console, and should be overhauled. While it was under repair, RTA used an old-style mixing

console which they kept in possession as backups.

Repair of board of video switcher: approx. 210,000 JPY

Defects were found in the video switcher used in the TV studio. The problem lay in the board and

needed to be repaired immediately. RTA is currently using a backup instrument, which will be replaced

with the video switcher once it has been repaired.

6-1

6 Local Expenses Incurred

The local expenses actually incurred are listed as follows. Those for the third project year are the sum

of the actual expenses incurred until the end of February 2013 and an estimate of the expenses of

March.

Table 6.1-1 Local Expenses Incurred (First to Third Project Years)

(unit: 1,000 JPY)

The first project year The second project year The third project year

Item Contract

value

Expenses

converted to

JPY

Contract

value

Expenses

converted to

JPY

Contract

value

Expenses

converted to

JPY

Temporary

service expenses

1,757 1,501 1,501 1,251 2,672 2,423

Supplies

expense

1,251 528 528 30 830 800

Travel expense 915 24,721 24,721 12,367 25,157 21,681

Communications

and

transportation

expense

85 804 804 563 94 30

Documentation

expense

818 2,730 2,730 2,240 144 140

Rental expense 210 1,576 1,576 493 144 470

Local training

expense

- 6,659 6,659 721 18,237 10,000

Miscellaneous

expense

502 - - - - -

Total 5,538 38,519 38,519 17,665 47,278 35,544

7-1

7 Ingenuity for and Lessons from Operation of the Project

7.1 Operation and Management Perspectives

(1) Points to Note for the Operation of Training

The key for the training operation is to retain the trainees’ motivation for learning, for which the

training contents and objectives were clearly presented in advance to the trainees. The contents and

objectives had been carefully considered upon advice from the Project so that they could accurately

understand them. Upon completion of the training, discussions were made with a JET over how they

should apply the knowledge acquired in training to their activities in their own departments.

The training contents were determined after research and analysis of the current state of RTA in

collaboration with JET. In determining the contents, particular care was taken so as not to divert the

contents from actual duties assigned to the trainees. At the same time, the trainees to participate in the

trainees were carefully selected since trainees would hardly be motivated to participate in the training if

asked to attend training courses irrelevant to their duties. Even so, to ensure balance among ethnic

groups and job titles, some trainees were actually selected, although their duties were unrelated to any

training topics taught. Either way, in consultation with JET, the final decision on the selection of

trainees was made, prioritizing harmony among RTA staffs.

(2) Points to Note for Security Management

Compared to the situation in March 2010 when the project activity had just began, the security situation

on the project site, Kabul, deteriorated. In September 2011, the U.S. embassy in Afghanistan and the

headquarters of the International Security Assistance Force (ISAF), located in the immediate vicinity of

the RTA Headquarter, were seriously attacked by terrorists, so that RTA staffs and local workers hired

for the Project had difficulty in returning home. Similar terrorist attacks are likely to recur near the RTA

Headquarter, and the parties are seriously concerned about any impact on project activities.

In response to the deteriorating situation, it was decided that the activities of JET in Afghanistan would

be confined to those that could not be carried out anywhere but in RTA, and that other activities would

be carried out in third countries. This meant less frequent visits by JICA experts to Kabul, but they

contacted with the site in Kabul via the Internet, telephones and other means, and constantly and

mutually confirmed the state of project activities. At the same time, by hiring local workers throughout

the project year, the experts made arrangements so that they could frequently communicate with the

parties in Kabul through the Internet, even if absent from Kabul.

For the training in a third country, the country was determined in light of the relationship with

Afghanistan, convenience of transport, religions and conditions for procurement of equipment and

facilities necessary for training. Initially, Dubai in the UAE was chosen on the grounds that the UAE

satisfied all the requirements, a similar language is used and thus the trainees might be able to live

without much difficulty. In 2012, however, the Government of UAE changed policy and stopped

issuing visas to citizens of Afghanistan, whereupon the trainees could not enter the country. The parties

7-2

concerned discussed again and decided to conduct training in the third country of Turkey, in Istanbul.

The first day of the training was spent on orientation to give an account of the training objectives and

contents to the trainees and encourage their understanding. Since a number of training courses had been

conducted in the third country since the second project year, activities were carried out to familiarize

trainees with information about life in Istanbul and training in the third country. The trainees were

strongly advised to consult local staffs of JET in case any problem arose, whether business or personal,

during the training terms.

(3) Handling of disappearance of a trainee

Background to disappearance of a trainee

A trainee went missing during the training on Parts MMP conducted in September in the third

project year in Istanbul, Turkey. He had told other trainees that he did not feel well for several

days. On the day he disappeared, he told somebody other than staffs of the Project that he

would go to hospital, and was absent from the training without notice. The staffs of the project

believed that he had, in fact, gone to hospital, but he did not come to the training on the

following day, either.

He had a mobile phone usable in Turkey, but the phone was disconnected. Three days after he

disappeared from the hotel, he contacted a local staff of the Project, was persuaded to return

by several trainees and the local staff, and promised to do so. Therefore, a few of them

arranged a place and time to meet him for hearing. The representative trainee and a couple of

RTA staffs and a local staff of the project went there and waited for him for 5 hours in vain.

Since then, the parties concerned with the Project have not had contact with him.

Countermeasure

The parties concerned with the Project, when finding him absent from training and unable to

contact him by mobile phone, immediately reported the missing person to the police. Reports

were also made to the RTA Headquarter, the JICA headquarters, and JICA Offices in

Afghanistan and Turkey. A JICA expert extended his stay in Turkey to act as a liaison with the

parties concerned.

When one week remained until the end of the training, JICA and the parties concerned with

the Project considered whether to continue the training program, and decided to do so till the

end, because the other trainees seriously engaged in the program and appeared to keep calm

despite the incident.

The parties concerned with the Project contacted the police about the situation daily, but he

did not reappear, even by the final day of training.

Preventive measures

Since the incident was extremely serious, RTA, JICA and JET immediately discussed the

7-3

issue to consider preventive measures.

The following measures were set out in the discussion:

Obliging trainees to submit a personal statement

Submitting a pledge with signatures of a guarantor and trainee

Ensuring the meaning and significance of training was well-known

Requiring trainees to take responsibility for their own actions

Appointing a leader for each training course

A template for a pledge was created in Dari, requesting trainees to seriously participate in the

training, comply with the rules concerning the operation of the training and be subject to

disciplinary dismissal if they committed a crime. Each trainee and his guarantor were asked to

sign the pledge. The leader of each training course remained in charge, not just during the

training but throughout the entire training term, and was required to do a roll call to check

trainees in the course and report.

Thanks to actions to raise awareness of these measures among trainees and require pledges in

advance, all the trainees diligently engaged in training and no particular problem arose since

January.

The missing trainee later returned to Afghanistan on his own. RTA questioned him about the

incident and immediately gave him a dishonorable discharge due to violating RTA’s code of

conduct.

(4) Lessons for Similar Projects

Training in third countries is effective for projects implemented in countries whose political situations

are unstable. Unfortunately, however, an incident occurred in this project whereby one trainee went

missing. Based on the lessons learned from the incident, the following recommendations were made:

The family structure, work attitude and other aspects of trainees should be thoroughly

and carefully investigated prior to selection. (Multiple private interviews with each

candidate trainee should be conducted. Plenty of time should be spent on interviews.)

If any doubtful matter emerges, abandoning the candidate trainee in question should

be considered. Thus, no further commitment should be made to any candidates until

trainees have been officially selected.

There should be a prior orientation to ensure members of the organizations concerned

learn the meaning and significance of training. A thorough account should be given

that any self-centered act of an individual may cause serious problems to all C/Ps and

colleagues.

It should be made obligatory for trainees to submit a pledge, signed by himself and his

guarantor. It is important to announce in advance that no one may participate in

7-4

training unless submitting such pledge.

It is necessary to ensure trainees are aware of representing not just their workplaces

but also their country.

A leader of trainees is appointed and encouraged to take responsibility for his own

actions and create an environment where trainees monitor each other.

Selecting trainees is sensitive work in that it requires establishing a balance among ethnic groups and

job titles and taking various other aspects into account. However, thorough research into individuals

prior to selection is an important process to prevent unnecessary incidents after the training begins.

Through repeated interviews and other opportunities, as well as asking candidates to submit their

resumes, the characters and their backgrounds will become clear. Each trainee is basically asked to

create and submit a resume before any training session in a third country when having an official

passport issued by the government and a visa by the destination country. Asking them to issue another

resume referring to the family structure and other information will make it possible to contact their

family members or confirm their past diseases in case, for example, they fall ill.

Since a group of trainees stay for several days in a third country, as well as incidents like that in this

project, interpersonal troubles are also likely to occur. Understanding the personal relationships among

candidate trainees, and their attitudes and characters in advance through interviews can help organizers

avoid unwanted troubles.

Prior orientation is more effective if conducted sooner after the selection of trainees is completed. For

those for whom overseas travel is restricted or having financial difficulty to do so at their expenses,

training in a third country is a precious opportunity to experience life overseas. Naturally, many

trainees are excited. An orientation at an early stage can make them realize that going abroad is part of

business, that they are sent as representatives of their workplaces, and that they are responsible for

passing on what they learn to colleagues after returning to their countries; and thus ready them for the

training to be received. It is also effective to conduct multiple orientations if the schedule allows. In

countries where the family relationship is highly valued, asking trainees to submit a pledge with a

signature of a family member or other third person is fairly effective to convince them that any

self-centered conduct may cause troubles to the family member. Submission of a pledge is also

effective to convince trainees to refrain from acting selfishly in countries where causing troubles to

family members is deemed disgraceful.

The key thing is to prompt trainees to be aware that they participate in training as representatives of

their workplaces and must take responsibility for their own behavior. Many training participants are

likely to be mid-ranking or managers, and should be prompted to select their leader and set forth certain

rules during the training session. Requiring them to voluntarily set rules will enhance their

responsibility for their own behavior and encourage them to follow the rules since they themselves

have set them.

7-5

Based on experience of conducting three training sessions after the incident, possible keys to prevent

similar incidents are to have trainees have “pride”, “high motivation for training” and a “voluntary

sense of responsibility”. These attitudes will not only help prevent similar incidents from occurring but

also enhance the effects of training.

In light of the incident concerned, the parties concerned with the Project thought of keeping the

passports of the trainees to prevent similar incidents bud did not do so on the grounds that training was

not compulsory and should be attended by individuals under their own free will, to improve

technologies, and thus that each trainee ought to take responsibility for his own action.

7.2 Technical and Specialized Perspectives

7.2.1 Ingenuity for Development of and Supplement to Manuals

One of the key things for the maintenance and management of digital video and audio equipment is to

effectively utilize manuals provided by the manufacturers when the equipment is procured. These

manuals explain the necessary matters, including maintenance and inspection methods, maintenance

timing and how to replace spare parts. Engineers must learn various things from the manuals to

improve their skills. However, the C/Ps had difficulty in reading manuals in English. Moreover, those

proficient in English were not in the habit of reading manuals and often engaged in work based solely

on their experimental rules.

Since it was hardly possible to have the C/Ps improve their language skills and change their habits

within JET, the Project focused on translating essential manuals and arranged to have the C/Ps create

manuals on their own concerning the parts necessary for day-to-day operations. In creating the manuals,

care was taken to use as many images and pictures as possible, minimize verbal explanations and

ensure they could be easily understood visually. The C/Ps could also gain a better understanding of how

to operate the equipment by creating manuals themselves. Therefore, in training courses involving the

operation of equipment, the trainees were all asked to create the relevant manuals in time reserved

specially for the “creation of simple manuals”. An arrangement was made to put these manuals in the

studio, while the official thick ones created by the makers would be placed elsewhere for safekeeping.

When engaging in program production, engineers are highly unlikely to do their jobs with a copy of

manuals in one hand. Thus, regarding thoughtless but repeated mistakes, posters were created and

placed prominently to ensure they could not be avoided. Similarly, to prevent other careless mistakes

such as incorrect operation, markings were applied to frequently used buttons and the standard

positions.

7.2.2 Setting of the Coverage of Training and Response

Where maintenance and inspections are concerned, RTA had various different needs. Since it was

impossible to prepare learning materials incorporating all of them, the training programs focused on

several pieces of equipment which malfunctioned most frequently. While the training programs were

carried out as prepared in advance, JET assembled the C/Ps every time a problem occurred and held

7-6

on-the-job training on the spot to satisfy such needs. This enabled the C/Ps to recognize that disabled

equipment could or may need to be repaired, serving as a good opportunity to cooperate with the C/Ps

and ensure improved equipment operation in future.

Despite all this, since the Project covered all kinds of equipment owned by RTA, including not just

digital video and audio equipment but also power-supply facilities, lighting fixtures, transmitters,

satellite uplink system and OB van, it was difficult to deal with them only with the specialties of

experts assigned to the Project. Therefore, in consultation with JICA staffs in charge of the Project, it

was decided that a follow-up of grant aid cooperation would cover such fields that could not be handled

by JICA experts. Currently, a follow-up survey is being conducted.

7.2.3 Ingenuity to Adopt Tools for Equipment Maintenance

The biggest issue of RTA concerning maintenance is the lack of any list to manage equipment and the

consequent inability to determine how many spare parts they ought to procure in advance for the

equipment owned, and how often they should conduct regular maintenance works. Normally,

equipment managers must know the number of pieces of equipment under their management, and their

locations and conditions (whether or not they are fully operable). Since there are several hundred items

in a studio or sub control room, it is common in advanced countries to manage them with PCs or other

equipment. RTA, however, kept the equipment list unrevised after making it when they procured the

equipment; moved equipment without keeping any records, and relied on the memory of equipment

managers when obtaining new equipment.

To rectify such management problems with RTA, the Project introduced MMPs. MMPs are useful tools

to assist in managing equipment maintenance: it can manage the current location of equipment under its

control. In addition, if, for example, data of the hour meter of VTRs and other equipment requiring

regular maintenance is input every month, the system will calculate and show the timing of the next

maintenance work and the total parts cost, which facilitates budget planning for the following year.

In training to adopt both Studio and Parts MMP, however, many trainees were unused to PCs and

struggled even to double-click a mouse. While one can input data in MMPs manually or take in data in

Excel format, the training program allowed the trainees to spend considerable time on operating Excel

at the first stage to get them used to PCs. In addition, an arrangement was made whereby the trainees

mutually helped one another: those who had got used to the operation supported those who had not. In

relation to texts in the teaching materials, each trainee was given a copy of a booklet which explained

aspects with minimum descriptions so that those who poor in English could understand the training

contents. Another arrangement involved appointing particular RTA staffs to posts responsible for

MMPs to promote the use of MMPs and keep the motivation of staffs high.

8-1

8 The Proceedings of Meetings

A total of seven JCCs were held during the project term as shown in Table 8.1-1. RTA and JET adjusted

the matters to be discussed in advance to ensure no necessary matters were omitted from the agendas.

As for priority matters, the parties concerned and the Ministry of Information and Culture, the

supervisory organization for the project, strove to share relevant information swiftly at the discretion of

RTA, while the project side also made efforts and called on any necessary parties to participate in JCC

for prompt decision-making and to avoid any interference with the project activities and schedule.

The meetings were organized upon the advice of JET so that RTA could take the initiative in

discussions. At the same time, Microsoft Power Point and other useful tools were used to familiarize

participants with presentations that were easy to understand visually.

As a result, JCCs proved good opportunities to clarify unsolved issues and develop new ideas for future

tasks, resulting in effective outcomes of meetings.

Table 8.1-1 The Holding of JCC and the Contents of Discussions

Project year Round Date Major topics and matters discussed

First project

year

1st JCC March 22, 2010 Discussion about and approval of Inception Report

2nd JCC August 2, 2010 Discussion about and approval of procurement

planning of equipment and spare parts

3rd JCC March 9, 2011 Report on and confirmation of results of activities

in the first project year, and discussion about

proposed activities in the second project year

Second

project year

4th JCC July 30, 2011 Discussion about and approval of operating plan

for the second project year

5th JCC March 3, 2012 Report on and confirmation of results of activities

up to the end of the second project year, and

discussion about extension of the project term

Third project

year

6th JCC July 22, 2012 Discussion about and approval of operating plan

for the third project year

7th JCC February 4, 2013 Report on and confirmation of results of entire

project activities, and discussion about completion

of the project

9-1

9 Issues to be tackled by RTA after the Project completed

9.1 The Necessity to Continuously Strengthen Basic Capacity

Currently, RTA has adopted equipment whose internal structures comprised digital circuits. As for the

entire systems of, for example, studio facilities, RTA uses both analog and digital equipment, so those

in charge of maintenance must have basic knowledge of digital equipment. An increasing number of

countries have been adopting digital transmission based on the recommendation of International

Telecommunication Union (hereinafter referred to as “ITU”) concerning the digitalization of TV

transmission systems, hence, the Government of Afghanistan plans into digital broadcasting by 2020 in

tandem with other countries.

Under such circumstances, the Project gave training on the basics of digital systems, where it emerged

that most trainees had only very basic knowledge such as the fact that a digital signal consists of two

numerical values represented by “0” and “1”. Usually, engineers have quite a few opportunities to feel

and voluntarily learn digital technologies, such as trade shows of digital equipment, and broadcasting

business papers and catalogs featuring the latest technologies. Engineers of RTA, however, find it

difficult to access such technical information. Even if they wish to exploit the Internet, the language

problem deprives them of opportunities to feel new technologies.

In future, RTA must constantly strive to maintain and improve the capacities of its staffs, ranging from

the basic and general knowledge of digital technologies to applied technologies. They are expected to

practically implement the training plan that was created with the support of the Project.

9.2 Follow-ups of the Project Activities

Studio MMP to manage equipment and Parts MMP to manage spare parts in stock are widely

recognized as effective methods of maintenance using PCs among RTA staffs through the training. At

the moment, they are at work on input of data on equipment owned and spare parts in stock in PCs: it is

now necessary to support RTA in how to practically manage equipment and spare parts with the data

under their actual work environment.

As for Studio MMP, likewise, it is necessary to keep supporting RTA, as part of management by PCs,

concerning the usage of MMP for ENG cameras for news gathering and the method of managing

archives with thousands of videotapes.

It is possible to conduct these supporting activities related to Studio and Parts MMP as training in Japan.

It is considered, however, desirable to continue supporting RTA within the overall ODA framework, in

light of the security conditions in Kabul, and with feasibility in mind.

9.3 Response to Expansion and Change in Broadcasting Services

Most of the TV broadcasting facilities used by RTA were supplied under Japan’s grant aid projects

“The Project for Improvement of Television and Radio Equipment in RTA (Radio and Television

Afghanistan) in Kabul” and “The Project for Improvement of TV Broadcasting Facilities in Kabul”. In

9-2

2002, when JICA study teams conducted basic design studies for these projects, RTA provided TV

broadcasting services for just 5 hours per day and aimed to extend the service hours to 7 hours or so for

the time being. Subsequently, however, it managed to provide 24-hour broadcasting services, supported

by Japan and other donor countries and to improve information services to Afghans who were outside

the country due to concerns over security and the living environment at home.

The increased broadcasting hours resulted in an increase in the number of TV programs, so TV studios

initially designed for general TV program production are now used almost exclusively for morning and

evening news programs. The small studio adjacent to the master control room is used for talk shows

and other programs. Given the increasing number of programs, the editing studios and multi audio

studios are beginning to run short and affect the production of various programs to meet the needs of

the people. In addition, live broadcasting of proceedings of the National Assembly is an important

coverage to the activities of the government and nation, partly due to which, OB vans have been used

more heavily than initially planned.

To improve matters, RTA is considering the following:

Extending the TV station building to build a TV studio of about 400 m2 in area so as to produce

music, cultural, and other entertainment and educational programs.

Procuring another OB van promptly to enable broadcasting, not only of live relays of National

Assembly proceedings but also various events outside the station. This will enable RTA to

correctly respond to national elections scheduled at the beginning of 2014 and a loya Jirga, a a

grand assembly, which is likely to be held after the transfer of security responsibility to the

Afghan National Security Forces.

Moreover, as stated earlier, given the inevitable transition to digital broadcasting, Afghanistan’s

government and the communications and broadcasting sector must collaborate to determine the digital

broadcasting system, create a roadmap for digitalization, allocate frequencies, fund equipment

procurement and other tasks. They will consider the transition in line with the guidelines for the

transition from analog to digital broadcasting, a roadmap set forth by the ITU, and begin the transition

with the transmitting station in Asmai mountain, followed by stations covering major 10 or so cities.

Either way, RTA must proceed with the transition while securing budgets to cover the operation and

maintenance cost of existing facilities and procure the above-mentioned TV broadcasting facilities and

equipment, hence it will face challenges in terms of budgets and technological capability.

Appendix

(1) Attendance Record of Training (The 3rd project year)

(2) Learning Materials (The 3rd project year)

(3) Questionnaire (The 3rd project year)

(4) List of the provided equipment (The 1st project year)

(5) List of the provided equipment (The 2nd project year)

(6) List of the provided equipment (The 3rd project year)

(7) Minutes of Discussions of JCC at the end of the 3rd

project year (February 2013)

Appendix (1): Attendance Record of Training (The 3rd project year)

A-(1)-1

yec

タイプライターテキスト

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Spare Parts MMP

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yec


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A-(1)-2

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Digital Signal Theory

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A-(1)-3

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How to Use Measuring Devices

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A-(1)-4

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Studio MMP Follow-up

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A-(1)-5

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A-(1)-6

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Appendix (2): Learning Materials (The 3rd project year)

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tio

n:

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care

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proc

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Sections

–TV

Stud

ioMainten

ance

Section

–OBV

AN/ENGMainten

ance

Section

–Ra

dioMainten

ance

Section

–TV

Transm

itter

Mainten

ance

Section

–Ra

dioTransm

itter

Mainten

ance

Section

TV

Radio MMPMan

agem

ent:

SayedNazim

SADA

T

RadioTX

TVTX

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ager

:Omar

Arghanyw

al

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ager

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shirHa

magan

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ager

:ZahirN

afisZada

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ager

:Moh

ammad

Esha

q

MMP

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MPOBV

AN/ENG

Man

ager

:Moh

ammad

Reza

Person

incharge

ofpa

rtsM

MP

MMPsoftw

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SayedNazim

FileMaker:Sayed

Nazim

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rton

Boxes

->2types/?pcs

–Tape

sfor

P-touch(Brother

Writer)

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cks

->Form

odelsection(TVstud

io)

Materialsfrom

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