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Few Educators, Many Media and Journalism Programs: Journalism and Mass Communication Education in Romania After the Fall of Communism

Tudor Vlad, Madalina Balasescu

Paris: Conference of International Association for Media and Communication (2007), 24 pp.

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Criteria and Indicators for Quality Journalism Training Institutions and Identifying Potential Centres of Exellence in Journalism Training in Africa
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Guy Berger, Corinne Matras

Paris: UNESCO (2007), 51 pp.

"Seeking to map the African journalism schools landscape, create a system to assess excellence, and identify the top 15-20 schools, the report revealed an in-depth picture of the current state of journalism education on the continent. With 34 schools visited and 96 mapped, 19 met the criteria define ... d by UNESCO for centers of excellence, and 30 completed checklists hoping to become eligible. According to the report, four in ten schools have no web presence, three in ten only a parent site, two in ten have some basics online, and one in ten has a deeper presence. In total, 15 percent of journalism schools in Africa have a cyber presence in 2007. Such absence presents challenges to necessary collaboration between institutes as well as media outlets. Commissioned by UNESCO to Rhodes University School of Journalism and Media Studies in Grahamstown, South Africa, and the Ecole Supérieure de Journalisme (ESJ) in Lille, France, the report was presented at the Highway Africa conference, an annual ICT conference hosted by Rhodes University. Professor Guy Berger, acting head of the School of Journalism & Media Studies at Rhodes University who presented the report at the event, spoke to RAP 21 about the issues faced in journalism education today. “Educators are too isolated from each other and schools are not pumping on three cylinders of educating entry level, training working journalists, and acting as a public intellectual promoting media freedom, law reform, media literacy, and media skilling in the communities,” Berger told RAP 21. The report gathered general information on the journalism schools such as status of schools, primary language taught in, courses offered, graduate level, conditions for acceptance, time spent on practical media production, and specialisations in practical journalistic production areas. Going further, self-perception on standing and reputation of institutions, links with national media, and the approximate percentage of learners who are employed in journalism at the end of their studies/courses was assessed. In relation to international connections, the study identified areas for improvement. “Several journalism schools have good connections with non-African institutions, but there is no easy central resource like a website or online social network that would help for a deeper and wider network within Africa,” said Berger. According to the report, the reputation of African schools has also remained uneven. “Often the industry criticizes the schools, but some schools correctly point to serious problems in the industry, such as newspapers and broadcasters that present government propaganda rather than independent journalism,” said Berger. Berger added however, that most Centers of excellence cited in the report had cool relations with their national industry, which may include a critical independence at times. The second part of the report identified Centers of Excellence and also Centers of Reference across the continent. Bringing greater networking between such institutions and others was something Berger stressed. “There has been ad hoc support for diverse schools by diverse agencies, and it has not been sustained nor has it been geared toward networking,” said Berger. Nonetheless, he said professionals could gain from building relationships with journalism schools across Africa. “Media professionals can contribute a lot and gain a lot. Journalism and media models are in flux, and young minds are needed to invent new solutions in the context of the experience of the extant,” Berger said. While the report identified areas in need of improvement, Berger said schools in Africa have been working to achieve success. “The greatest surprise was achievement in the face of enormous obstacles. Despite lack of resources (including human), there exist schools that continue teaching students who successfully get jobs in the industry,” he concluded." (African Press Network for the 21st Century Newsletter No 21/2007) more

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De-Colonising Journalism Curricula: A Research & “development” Perspective

Evangelia Papoutsaki

Media Asia, volume 34, issue 2 (2007), pp. 79-87

"This paper argues that there is a need to decolonise journalism curricula and practices from the prevailing Western models. Putting journalism curricula in the wider context of higher education in developing and non-Western countries is an important step towards this direction. The paper looks at j ... more

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Media Assistance: Challenges and Opportunities for the Professional Development of Journalists. Working Group Report

Washington, DC: Center for International Media Assistance (CIMA) (2007), 19 pp.

"This report represents input from twenty-three practitioners who have observed, planned, and implemented media education programs of the U.S. and other Western governments, as well as those of private funders. The group discussed broad lessons learned and specific recommendations for policymakers, ... more

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La formación de periodistas y comunicadores durante la dictadura: El caso de la escuela superior de periodismo y comunicación de la uNLP durante 1976-1981

María Guadalupe Guillermo, Pamela Vestfrid

La Plata: Editorial de la Universidad de La Plata (edulp) (2007), 226 pp.

"[...] se va configurando un trabajo basado en entrevistas y relevamiento de documentación institucional (planes de estudio, actas, programas de materias) que describen el marco general de situación y los procesos pedagógicos más concretos: relación docente-alumno, docente-autoridad, autoridad- ... alumno, etc., que son aquellos lugares donde la materialidad de las propuestas de estudio cobran vida. Las voces de los protagonistas, que se entrecruzan, chocan y disputan un relato que no es homogéneo, son el elemento más valioso y fecundo de la investigación, porque así pareciera estar dispuesto por las autoras. Los momentos de análisis y reflexión autoral se presentan como puntos de cierre y conclusión, pero el verdadero trabajo de investigación puede rastrearse en la edición y ordenamiento de los relatos de los docentes, alumnos y directivos de aquella época. De esta manera se ejercita la memoria, pero desde un ángulo que evita caer en lugares comunes, que evade la repetición. La repetición, ensayamos, no hace más que gestar obstáculos hacia la problematización. Este libro hace lo contrario, y así se une a los trabajos que indagan sobre todas las formas donde el poder político y represivo cobra vida. Por eso las autoras entienden el diseño curricular como proceso, como una propuesta político-educativa, y no como permanencia o anclaje. Pero el aporte más destacado de esta obra se encuentra no tanto en la nueva lectura que permite sobre el pasado de la institución y las complejas zonas de intervención de los ideales y acciones de la ideología militar, sino más bien en la interpretación que posibilita sobre este presente de la formación de comunicadores, que en la actualidad es guiada, criticada y transformada por aquellos que se iniciaron y educaron bajo los lineamientos del Plan de estudios 77. El hecho se presenta como relevante en tanto la forma de entender el proceso educativo en la actualidad sigue en mayor o menor medida impregnada –o inevitablemente heredada - con los modos en que se concebía en aquella época. En esta dirección es muy claro el ejemplo del régimen de evaluación y promoción instaurado durante el Plan 77 que aún fija las condiciones de aprobación de las materias en las carreras de la Facultad: 80 por ciento de asistencia a clase, calificación de 7 o más para promocionar, parciales o trabajos que pudieran determinar si los objetivos propuestos fueron alcanzados; lo que permite inferir una “concepción de la evaluación ligada a la mera comprobación”. Es decir, normativas que se enmarcan, junto a numerosos procesos pedagógicos, en lo que las autoras definen como “postura educativa tecnicista”. Estas cuestiones nos permiten formular la pregunta, o al menos darle la posibilidad a la inquietud, sobre el lugar que ocupan estos elementos hoy en el proceso formativo más general. Es necesario dejar en claro que la mirada sobre el Plan 77 no desestima el lugar que el texto le da al análisis del Plan 72, sino todo lo contrario, teniendo en cuenta que su estudio es vital para comprender las rupturas entre ambos Planes en el marco delacontecer político-formativo de la época. Pero es cierto que en términos de primacía y peso histórico, el Plan 77 tiene un lugar clave en el total de las cuestiones que hacen al desarrollo de la institución. “La formación de periodistas...” es un libro que invita a ser leído por su simpleza y capacidad de descripción, aunque por momentos la propia postura de las autoras parece disiparse entre los relatos dispares de los entrevistados, y de estos en su relación con los documentos relevados. Siempre es difícil darle un cierre a todo lo que la dictadura ha rozado y quemado con los filamentos de la violencia política, circunstancia a la que no escapa este libro ni estos párrafos. Pero si las conclusiones abiertas sirven para seguir indagando, recordando e invitando a revisar una y mil veces más los hechos desgraciados y equívocos de nuestro pasado, sin importar quiénes hayan sido sus responsables, bienvenidas sean." (Reseña de Fernando Palazzolo en https://perio.unlp.edu.ar/ojs/index.php/question/article/view/611) more

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An Imperative to Innovate: Sustainable Journalism Training in Central and Eastern Europe. Final Report to the Knight Foundation

Aaron Presnall (ed.)

Washington, DC: Jefferson Institute (2007), 52 pp.

"Our analysis will proceed along the following lines. First, it will show how media development promotes market-based democracy. Second, it examines the particular role of Central and East European journalist training centers in media development. Third, we broaden the scope beyond fixed training ce ... more

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Prensa, conflicto armado y región: Aprendizajes del diplomado 'Periodismo responsable en el conflicto armado'
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Marcela Giraldo (ed.)

Bogotá: Corporación Medios para la Paz (MPP);CINEP, Programa por la Paz;Pontificia Universidad Javeriana (2006), 159 pp.

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Use Media to Teach Media: Ideas for Media Trainers
Key Guidance

Clas Thor, Ransford Antwi, Willie Olivier

Maputo: NSJ Southern Africa Media Training Trust;Netherlands Institute for Southern Africa (NIZA);Konrad-Adenauer-Stiftung (KAS) (2006), 335 pp.

"By documenting ideas, methods and approaches for media trainers, we can start a debate about how we make sure that we make better use of the training opportunities available. The authors draw on their own extensive experience and, at the very least, provide a wealth of ideas for trainers to bring l ... more

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Swedish Support to a Regional Environmental Journalism and Communication Programme in Eastern Africa for the Period 2002-2006

Birgitte Jallov, Charles Lwanga-Ntale

Stockholm: Swedish International Development Cooperation Agency (Sida) (2006), 96 pp.

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Promoting Media Professionalism, Independence and Accountability in Sri Lanka

Madeleine Elmqvist, Sunil Bastian

Stockholm: Swedish International Development Cooperation Agency (Sida) (2006), 45 pp.

"This is an evaluation of the project “Promoting Professionalism, Independence and Accountability in Sri Lanka” under the Sri Lanka Press Institute, SLPI. SLPI has two major departments: the Press Complaints Commission of Sri Lanka, PCCSL, and the Sri Lanka College of Journalism, SLCJ. PCCSL is ... more

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Journalism as a Tool for the Formation of a Free, Informed and Participatory Democratic Development: Swedish Support to a Palestinian Journalist Training Project on the West Bank and Gaza for the Period 1996-2005

Birgitte Jallov

Stockholm: Swedish International Development Cooperation Agency (Sida) (2006), 49 pp.

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Foreign Aid in Pacific Media Education: Panacea or Pandora’s Box?

David Robie

Media Asia, volume 34, issue 2 (2006), pp. 66-78

"Since New Zealand development assistance helped establish the South Pacific’s first journalism school at the University of Papua New Guinea in 1975, many international aid agencies have contributed to media training and education in the region. Among the donors in a competitive environment, have ... more

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Political Violence and Journalism in a Multiethnic State: A Case Study of Burma (Myanmar)

Lisa Brooten

Journal of Communication Inquiry, volume 30, issue 4 (2006), pp. 354-373

"Debates about the role of media in situations of political violence call into question whether journalists should focus on “objective” reporting or instead facilitate conflict resolution. Yet an increasingly problematic assumption is that journalists are outsiders to the communities in conflict ... more

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Journalistenausbildung in Mosambik

Christoph Hantel

Berlin: Frank & Timme (2006), 426 pp.

"Christoph Hantel hat drei Jahre an einer mosambikanischen Universität Journalisten ausgebildet. In einer landesweiten Befragung ließ er ein Zehntel aller mosambikanischen Journalisten interviewen, sprach mit Herausgebern, Politikern und Dozenten und besuchte Medien und Ministerien. Er zeichnet ei ... more

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Retelling the News in Central Europe: Western Journalism as Democratic Discourse

James Miller

In: Nationalist Myths and Modern Media: Contested Identities in the Age of Globalization

J. H. Brinks; Stella Rock; Edward Timms (eds.)

London: Tauris (2006), pp. 39-54

"This paper has shown that media assistance donors to Central Europe misplaced their emphasis on the trainign of journalistic craft skills as a principal means of introducing what they rather uncritically called 'democratic journalism' to post-Communist societies. There are many narrative choices in ... more

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Global journalism education: A conceptual approach

Mark Deuze

Journalism Studies, volume 7, issue 1 (2006), pp. 19-34

"Journalism is a more or less autonomous field of study across the globe, yet the education and training of journalists is a subject much debated*/but only rarely researched. This paper maps some of the salient issues when studying the structure and culture of a journalism education program to ident ... more

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A Review of SPINF's Program: Exchange Media Personnel Between the Pacific Islands Region and Japan

F. K. Takeuchi

Tokyo: Sasakawa Peace Foundation (2005), ?? pp.

"Takeuchi (Sasakawa Peace Foundation, 2005) completed an evaluation of a program that, from 1991 to 2004, brought 81 journalists from the Pacific Islands to Japan for visits of differing duration. The purpose of the program was to expose the journalists to Japanese culture, politics and media. Takeu ... more

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Tasting Western Journalism: Media Training in the Middle East

Gordon R. Robison

Los Angeles: University of Southern California, Center on Public Diplomacy (2005), 10 pp.

"Newsroom managers throughout the Middle East recognize the need for improved standards among the region’s journalists, and training programs are proliferating. It’s no surprise that reporters in places like Iraq need to learn the most basic skills of the craft. But in the rich oil states of the ... more

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Island Nations in the South Pacific and Their Communication Needs: From a Journalism Education Perspective

Evangelia Papoutsaki, Steve Sharp

Paper presented at the 14th AMIC Conference, Beijing, 18-21 July 2005 (2005), 20 pp.

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Étude sur la formation des journalistes ivoiriens de 1990 à 2005

Zio Moussa

Paris: Groupe de recherche et d’échanges technologiques (GRET) (2005), 71 pp.

"Cette étude dresse l’état des lieux des actions de formation menées depuis 15 ans en Côte d’Ivoire et fait le bilan des résultats. L’auteur en détaille les contenus pédagogiques, les dispositifs et les critères de sélection des journalistes et médias bénéficiaires des séminaires ... more

Criteria and Indicators for Quality Journalism Training Institutions and Identifying Potential Centres of Exellence in Journalism Training in Africa Top Insights

Prensa, conflicto armado y región: Aprendizajes del diplomado 'Periodismo responsable en el conflicto armado' Top Insights

Use Media to Teach Media: Ideas for Media Trainers Key Guidance

Criteria and Indicators for Quality Journalism Training Institutions and Identifying Potential Centres of Exellence in Journalism Training in Africa
Top Insights

Prensa, conflicto armado y región: Aprendizajes del diplomado 'Periodismo responsable en el conflicto armado'
Top Insights

Use Media to Teach Media: Ideas for Media Trainers
Key Guidance