"This report explores the rapid growth of investigative journalism overseas and suggests ways to best support and professionalize its practice in developing and democratizing countries. Among its findings:
• A substantial investment into investigative journalism programs can have significant posit
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ive impact in a wide range of countries, including those in the Middle East and former Soviet Union. Such funding will be most effective if long-term and integrated into broader initiatives that include legal reform and freedom of information.
• Nonprofit investigative reporting centers have proved to be viable organizations that can provide unique training and reporting, while serving as models of excellence that help to professionalize the local journalism community.
• The centers are part of an expanding global network of training institutes, reporting organizations, journalism associations, grant-making groups, and online networks that have great potential to effect change. Different programs will be appropriate for different regions and markets.
• Commercially based training, even in the West, plays little role in furthering investigative journalism, leaving nonprofit organizations to take the lead. Although university-based training has potential, it appears limited in scope outside the United States and Western Europe.
• Because of its emphasis on longer-term, high-impact journalism, investigative reporting projects can be difficult to evaluate. Training and reporting projects aimed at creating a culture of investigative journalism should be evaluated based on their quality and impact, not broad numbers of people trained and stories produced." (Executive summary)
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"This report explores the current state of university-based journalism education and describes avenues for engaging those international media developers by highlighting three strategies: • Universities are important for entry-level journalism training. International media developers should conside
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r investing in journalism schools; however, the type and level of assistance should depend on local circumstances. • International funders are showing interest in mapping journalism education worldwide. Such efforts must draw information from every part of the world in order to help media developers find the most promising entities for investment of their limited development funds. • The media sector has changed dramatically, but many journalism programs fail to meet the new challenges of the industry. Media developers can help overcome this gap in several ways: funding teacher training and curriculum development, providing updated educational materials and adequate equipment, facilitating the creation of student-run media to develop practical skills, and funding cross-disciplinary partnerships and programs." (Executive summary)
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"Wie arbeiten Journalisten in einem Land wie Afghanistan? Wie sah und vor allem wie sieht die Medienlandschaft und die Pressefreiheit in dem vom Krieg geschundenen Land am Hindukusch aus? Die vorliegende Arbeit liefert Antworten zu diesen bisher von der Forschung komplett vernachlässigten Fragen. D
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ie Autorin bietet eine erste Bestandsaufnahme des Journalismus in Afghanistan und verbindet aufschlussreich zeitgeschichtliche Hintergründe und den aktuellen Transformationsprozess des Mediensystems. Mit dem analysierenden Teil und der aufwändigen empirischen Untersuchung versteht sich diese Studie als ein Basiswerk in der Journalismus- und Medienforschung in Afghanistan." (Verlagsbeschreibung)
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"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
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ournalism education from a society/region’s specific knowledge and information needs, placing attention on external factors such as the importance placed on Western values, education and journalism practices. It questions the Western dominance in journalism curricula and practices; discusses how journalism curricula in non-Western and developing countries require a different approach to content and delivery; and places emphasis on the value of research as a pedagogical and epistemological tool." (Abstract)
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Provides a mappping of 26 initiatives to develop indicators of media development and their respective methodologies, and analyses these initiatives in terms of their value and relevance to the priorities of the IPDC. The paper also proposes sample indicators and data sources for five principal media
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development outcomes which are broken down into separate categories.
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"[...] 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-
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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)
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"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
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ife, energy and greater effectiveness to their work in the classroom. Journalism training requires a precarious balance between the practical and the thoughtful. We need people to write clearly and simply, and we need them to know how to conduct interviews, or lay out pages, or research material. These skills are in short supply. But all of that will remain only unused capacity unless it is driven by critical, independent thinking. Therefore, an important aspect of journalism training is about inculcating what I would call journalistic values. We will get journalism training right when we can impart both the skills of the profession and the critical, independent thinking that lies at the core of good and valuable journalism. Without the latter, we are just stenographers. To be journalists, we need to also know how - with balance and fairness - to apply critical judgement to our choice of story, information, source and presentation. I can’t pretend that it is easy. As educators, we grapple all the time with the difficult task of achieving this. I expect this book will contribute to the debate and discussion around these issues - and provide a useful basic tool for those concerned about journalism training but dissatisfied with the inconsistency with which it is offered. If the book does that, it will make an important contribution." (Preface)
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"Changes have been gradual but the watershed was 1992/4 when the airwaves were liberalised, leading to the mushrooming of media institutions especially in the broadcasting area. In the past five years, the media in Uganda has become more vibrant, more liberated and there has been more freedom of exp
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ression overall. Opening up of media space led to the proliferation of private newspapers, private radio stations and private television stations, and the introduction and eager embrace of the Internet and mobile phones by many people. The horizon of news reporting has been widened to cover East Africa and the Great Lakes Region. There has been more diversity in what the media is reporting. The media has acquired prominence as one of the four pillars of governance. Investigative journalism has been improved, but there are many draconian laws on the books. Some are active but others lie dormant and may be activated at any time. There is a recognition by the media that there is a need to move their relations with government to a level that is more professional and more engaging, rather than accusing the latter simply of control and denial of access. More people are using the media as a tool for advocacy and development. Communities now actively participate in, and influence media programmes by contributing ideas." (Summary & conclusions, page 61)
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"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
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a self-regulatory body for press ethics, while SLCJ is running a one-year diploma course in journalism and a number of short term mid-career courses for working journalists. The major funding of the SLPI has come from Sida and Norad for the period 2003–2006. This has been supplemented by funding from DANIDA towards the end of this period. The Institute for Further Education of Journalists, Fojo, has been the Swedish partner to SLPI to support institutional capacity building [...] During a short duration of less than three years SLPI has achieved a lot. The institute is up and running. Most of the practical aspects of setting up an institute have been achieved. In addition, a whole new section for the training of TV and radio journalists which was not on the original plan has been established. Most journalists we met agreed about the concept of self-regulation and commended the SLPI for pioneering the concept. The courses conducted by the College and Fojo have acceptance within the media industry. Despite these achievements, SLPI has been going through a certain degree of turmoil in recent times, mainly linked to management issues. Hence the organisation has entered a period where it needs to sort out these issues and consolidate itself." (Executive summary)
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"This books is the first standard introduction into the situation of the mass media and journalism in Romania [...] The mass media system of Romania is shown in its essential elements: the legal framework, the economy of the media, the institutional structure of the printed press and of the audio-vi
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sual media, and the element of media education. Part of this analysis shows the kind of battles for control of the professional field among various interest groups, among them: media owners, managers, pundits, stars, reporters etc. This book gives full insight into the impressive evolution of the mass media in Romania. The context of the post-communist press and of the communist one is analyzed under such auspices. The study reveals elements of continuity both at the level of institutional structures, also of work routines and, particularly, of professional ideology. A remarkable point is made in showing the connections between the 19th century, and the beginning of the 20th century press. The emphasis here is on the kind of political culture: a high regard of the subjective, of a press of personal expression, of elitism. The connections to political parties and the awareness of a missionary role in creating a national identity through mass media are presented and reflected in view of the present day media system and its journalism." (Publisher website)
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"This research initiative assessed the key media changes and developments in seventeen African countries over the past five years and aimed at recommending intervention strategies for strengthening an independent, professional media sector. The summary report presents the main findings regarding med
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ia landscapes, media legislation, media technology and equipment, journalism training and principles of media development. According to this publication "substantial evidence is provided that points to: non-sustainable and short-term approaches to projects; disconnected programmes; unneccesary competition amongst donors; and, consequently wasted investment of donor funds" (Page 15). In addition, individual country reports have been released, written by renowned African media specialists and researchers. They include: Angola, Botswana, Cameroon, Democratic Republic of Congo, Ethiopia, Ghana, Kenya, Mozambique, Nigeria, Senegal, Sierra Leone, Somalia, South Africa, Tanzania, Uganda, Zambia and Zimbabwe. Each country report consists of three sections: 1) Media sector developments, 2) Challenges for future media development activities, 3) Case study: illustrating good practice in media development." (commbox)
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"Creative Associates International (Creative) launched the Haiti Media Assistance and Civic Education Program in October 2001. Known by its Creole acronym, RAMAK, which means “Rassemblan Medya pou Aksyon Kominite” or Media Gathering for Community Action, the goals of the project were to increase
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awareness of citizens’ rights and responsibilities and strengthen journalists’ reporting abilities. The project pursued these objectives in collaboration with 40 community radio stations and 22 local and regional associations of journalists around Haiti." (Introduction)
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"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
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ify the key debates facing programs around the world when structuring, rethinking, and building institutions, schools, or departments of journalism where a combination of practical and contextual training is the prime focus. As a point of departure it is assumed that although media systems and journalistic cultures may differ widely, the changes and challenges facing journalism education around the world are largely similar, and thus would benefit from a ‘‘global’’ approach. The key literature and findings from journalism education studies in different parts of the world is thus conceptually synthesized into 10 categories, starting with philosophical notions of motivation and mission, ending with more ‘‘down-to-earth’’ concepts like curriculum and pedagogy. Each category is discussed in terms of the challenges, debates and tensions as educators and trainers in different parts of the world have signaled these." (Abstract)
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