"This study aimed to identify the factors that facilitate or inhibit new and aspiring journalists in Bangladesh to prepare for and join the profession. It also sought to determine the factors that would enable or restrict them from acquiring the necessary skill sets (particularly in educational inst
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itutions and media outlets) to succeed in professional journalism. Moreover, it identified the institutional policies and practices that demotivate new and aspiring journalism from continuing in the profession." (Conclusions, page 47)
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"This book provides an international perspective on the different aspects of journalism – the situation in which journalists work, their working conditions, educational backgrounds, struggles and successes. It is aimed at an international public interested in the field of journalism and freedom of
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speech. It addresses journalists, trainers and academics. Furthermore, institutions in the field of development cooperation, education or cultural policy and cultural education are the focus of this work. Though the book is focused on journalism and journalism education in developing countries, contributions are from across the globe." (Publisher description)
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"A sub-text in the discourse on international development assistance is the argument that aid is not necessarily a beneficent, or sustainable, solution to the development needs of African countries. This argument raises a conceptual conundrum with respect to the many training programmes and fellowsh
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ips designed to address the skills deficits of journalists and media in Africa. While the necessity and value of such interventions may be taken for granted, a counterintuitive question arises about the extent to which beneficiaries are able nonetheless to act independently. This study sought to find out the extent to which capacity-building assistance to journalists in Ghana may have fostered or inhibited their independent practice. Individual interviews were conducted with 24 journalists to ascertain their experiences with such programmes and their subsequent dispositions towards the host country or agency. The findings showed that underlying the manifest objectives of building the capacities of beneficiaries was the implicit intent of the aid country of origin to use the media as agents of economic and cultural diplomacy. The consequent prospect of compromising the journalistic autonomy of beneficiaries of training aid brings into question their capacity to contribute to sustainable development in Ghana." (Abstract)
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"1. A la lumière de l’attrait du Mastère professionnel (MP) « cross-media » pour les étudiants comme pour les employeurs et d’autres expériences de concours sélectifs, l’ Institut de presse et des sciences de l’information (Ipsi) gagnerait à créer un MP majoritairement ouvert aux au
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tres filières, afin d’avoir le potentiel d’attirer l’excellence sur des profils formés par d’autres institutions ou universités du pays. 2. Les centres de formation au journalisme diplômants gagneraient à renforcer leur concours d’entrée, en diversifiant les épreuves et en incluant un oral destiné à valoriser la démarche professionnelle des candidats, comme c’est le cas en mastère. 3. Les centres de formation au journalisme diplômants devraient réfléchir à l’introduction d’une filière en horaires aménagés (cours du soir ou de fin de semaine), de manière à prendre en compte l’arrivée massive de professionnels en activité, notamment au niveau du mastère. Ces horaires aménagés supposeraient une réorganisation de la mise à disposition des équipements et des matériels." (Vingt-cinq pistes de réflexion, page 7)
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"The digitalisation has significantly changed the dynamics of journalism and the job of journalists. Journalism education should stay abreast of these changes. Against this background, we have analysed how academic journalism education in Germany, Hungary, Portugal and Romania teaches new skills nee
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ded for todays’ journalists. The key focus is on data journalism, collaborative journalism, new business models and ethical challenges for journalists in the digital age." (https://en.ejo.ch)
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"In summary, this study recommends improving and promoting journalistic ethical standards in media education and professional identity as necessary tools for the growth of sustainable development, knowledge generation and authentic African cultural identity. This is possible because the media and in
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particular well-trained journalists play critical roles in media information to advance society, critique events, fight corruption and balance the social, economic and political environ-ment." (Conclusion, page 121)
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"There is a growing awareness that the challenge of teaching data journalism in many countries is split straight down the middle between teaching data and teaching journalism — in countries where neither data science nor public interest journalism are particularly well developed. Open data can be
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a boon to democracy — but only if there are professionals capable and motivated to transform that data into engaging and relevant information for the public. This document includes a variety of building blocks to growing data literacy, and eventually, data journalism, in a variety of contexts." (Introduction)
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"[...] despite the welcome increase in the number of journalism and communication qualifications offered by public and private journalism training colleges in Malawi, the quality of the output is still lackluster. This is overwhelmingly because practical skills courses are taught inadequately, hapha
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zardly and theoretically due, partly, to inadequate human and material resources and lack of a national policy to guide the formation of journalists. It recommends that to improve the quality and relevance of journalistic output, Malawi should draft and publish a journalism education and training policy to guide all journalism training colleges. It also recommends that training colleges should partner with the industry, multilateral organizations with interest in communication and media development, government departments and NGOs not only for industrial attachment but also for these to sponsor communication and journalism training programmes. Partner institutions should consider procuring training materials and assets for the training institutions. The study further recommends that partner institutions need to consider sponsoring academic staff for higher education in journalism and media studies." (Abstract)
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"These test questions accompany Internews' 200-hour data journalism training program. The test is administered before and after each workshop. Answers are provided in bold. These sample questions come from the Data Journalism Certification program run in Pakistan in 2016 and 2017." (Page 1)
"This study offers an overview of the current status of journalism and mass communication education in the Arab World. Specifically, through an exploratory analysis of structure, curricula and faculty from ten journalism and mass communication programs in five Arab countries, the study identified fo
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ur typologies that characterize journalism and mass communication education in the Arab World. These typologies were also determined by political and economic differences in the region. In an effort to expand literature on global journalism and mass communication education, this study was the first to apply typologies in its methodological approach. Through the process of classification, the study was able to provide a better understanding of how and why journalism education differs within a specific region." (Abstract)
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"Wealth from Asia isn’t being channeled into media development on anything like the scale seen in the U.S. and Europe: “It’s not just about the money. It’s about priorities.”
"This paper examines the teaching of conflict-sensitive reporting, safety education and peace journalism in the curricula of institutions offering mass communication/journalism programmes in three English speaking countries of West Africa: Nigeria, Ghana and Sierra Leone. It assesses the status of r
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esearch and teaching of reporting of conflicts, peace journalism and professional safety in institutions of the selected countries." (Abstract)
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"A five-year, media capacity-building programme in Sudan gives some valuable pointers about how to keep a media-development programme alive—and the positive results that can be achieved through perseverance and a collaborative effort by stakeholders. The results included the introduction of a new
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reporting style that highlighted issues of public interest, not previously understood, and journalists who were given the confidence to minimise self-censorship." (Abstract)
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"Recent trends in journalism education in Africa indicate a substantial increase both in scope and specialisation. While this increase is usually attributed to higher education institutions’ response to market trends, certain journalism education programmes are born out of development assistance i
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nitiatives that envision nation-building imperatives of democratisation and development. The Norwegian Agency for Development Cooperation (NORAD) is notable for its involvement in higher education journalism training at a graduate level in select countries in the Global South. This article assesses the presently discontinued involvement of NORAD in the establishment of a graduate journalism programme at Addis Ababa University in Ethiopia between 2004–2007. In doing so, it reviews what has been learned over the lifespan of NORAD's sponsorship of the programme by discussing what worked and what did not work. Findings generated from document analysis, an online survey, and interviews indicate the project fell short of its mission due to its top-down, “magic-bullet” conceptualisation of democratisation that failed to take into account the political and legal-rational conundrums of the Ethiopian state. However, unanticipated yet useful contributions emerged from the project in terms of forging small-scale partnerships that yielded favourable results in the development of journalism education in sub-Saharan Africa." (Abstract)
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"With Kosovo as its case, this article explores the context and challenges of journalism education in transition societies. Journalists in Kosovo have lived through constant changes from authoritarian to democracy. In this struggle, journalism education has never been stable and steady. The past con
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flict events of the destruction of Yugoslavia haunts present day journalism in challenging human rights, ethics and even business model of Kosovar media. The traumatic past, conflict and ethic animosity is still present in the public discourse among Kosovar journalists due to political resistance of the leadership of the entire region to take steps towards recognizing conflicting past and the atrocities that happened. Over the last decade, new journalism schools have been founded both in public and private sector which reflects significant increase in quality reporting. By utilizing previous research, including data from the Worlds of Journalism Study (WJS) in Kosovo, the article discusses the aspect of transitional journalism in Kosovo, which focuses on transitional justice and looks at the problems from a human rights approach, including the education of journalists in the field of human rights but instead of learning from top down approach. The data in the article show journalistic roles shifting from traditional watchdog to activist role which challenges journalistic professionalism at a time when journalism education in higher education is in its infancy. The article exposes the need for practical, tailored training about the realities of political pressure, history and the transition. As one of the significant gaps in the teaching journalism in Kosovo is in relation to dealing with the past, a lack of taught courses for journalists entering the media market is seen as a weakness of the education system in Kosovo along with other structural problems in the media. Technology, globalization, rapid development of social media leave much to be desired in the journalism education in Kosovo." (Abstract)
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"The report, based on answers from 247 respondents, summarises the ‘good news’, that journalists do implement changes in their behaviour when they have attended safety trainings, and the gaps and challenges, including the fact that few journalists keep their training up to date in spite of indus
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try recommendations for refresher courses every 3 years. Recommendations include more sexual violence and harassment training; that safety trainers should be knowledgeable about gender and cultural issues; that psychological trauma needs to be addressed in training; and that more digital security training is needed." (www.gfmd.info)
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"Since 1994, the call to de-westernize journalism education and training curricula has been a major narrative in South Africa’s transformation discourses. Journalism education and training institutions have responded to this call by holding conferences, colloquia, seminars and symposia to try and
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find ways of de-westernizing journalism curricula, which they argue are ill-suited to meeting the needs of a ‘new’ democratic and transforming South Africa. However, though these calls have been consistently made both inside and outside Africa, there is no agreement amongst scholars what exactly the process of de-westernization of journalism curricula would entail. This article reflects on the possible trajectories that the process of de-westernization would follow, as well as interrogates the feasibility of de-westernizing journalism curricula in the post-1994 South African context. The article highlights the contradictions and complexities inherent in the de-westernization narrative in South Africa."
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