experts consultative meeting on journalism education ...experts consultative meeting on journalism...

Experts Consultative Meeting on Journalism Education

Report

Paris, 14 - 16 December 2005

United Nations Educational, Scientific, and Cultural Organization


Report

Paris, 14- 16 December 2005

(CI-2006/WS/9)


United Nations Educational, Scientific and Cultural Organization 2

Contents PART ONE: OVERVIEW I. Introduction II. Objectives III. Scope and Methodology IV. Consultative Meeting Participants V. Meeting Proceedings and Outputs PART TWO: PLENARY PRESENTATIONS AND DISCUSSIONS I. The Context of Journalism Education

A. Session One: The Rationale and Relevance of Journalism Education Today

B. Session Two: Issues and Challenges in Building Role Perception for Journalists in Developing Countries and Emerging Democracies

II. Journalism Education Curricula

A. Session One: The Content of Basic Journalism Curricula in Developing Countries and Emerging Democracies

B. Session Two: Teaching-Learning Process in Journalism Education C. Session Three: Journalism Educators: Competencies and

Experiences D. Session Four: Towards a New Methodology in Journalism

Education and Training E. Session Five: Centers of Excellence in Journalism Education and

Training III. Summary of Main Issues and Concerns and Emerging Consensus

A. Issues and Concerns B. Emerging Consensus

PART THREE: WORKSHOP OUTPUTS, PLENARY PRESENTATIONS AND DISCUSSIONS I. Workshop One: Core Components of Model Journalism Curriculum II. Workshop Two: Planning for 2006 & Beyond PART FOUR: CLOSING PROGRAM



APPENDICES

List of Appendices Appendix A Concept Paper (background document) Appendix B Provisional Agenda Appendix C Sample Online Discussions Appendix D List of Expert-Participants Appendix E Consultative Meeting Overview by W. Jayaweera Appendix F the Rationale and Relevance of Journalism Education

Today by N. Ram Appendix G Issues and Challenges in Building Role Perception for

Journalists in Developing Countries and Emerging Democracies by Prof. Michael Cobden

Appendix H King Content and the Journalism Curriculum by Prof. Guy

Berger Appendix I Pedagogical Processes for Student Learning in Journalism

Education by Prof. Rosental Calmon Alves Appendix J Journalism Educators: Competencies and Experiences by

Prof. Hans Herick Holm Appendix K Centers of Excellence in Journalism Education and Training

by Mr. N. Ram Appendix L Draft Preamble prepared by Prof. M. Cobden



PART ONE: OVERVIEW I. Introduction UNESCO is the lead UN agency in promoting freedom of expression and universal access to information and knowledge. It recognizes the important role journalism schools play in preparing future journalists who would facilitate the free exchange of information and knowledge through mass media. The free and equitable access to information and knowledge is an essential element for empowering people and ensuring their participation in knowledge societies. Over the years, UNESCO has taken various initiatives in improving the quality of journalism education worldwide. UNESCO has also received numerous requests, mostly from developing countries and emerging democracies, to provide technical expertise in the design of journalism education curriculum. Considering these developments, the UNESCO Communication and Information Sector, Division of Communication for Development convened on 14-16 December 2005 an Experts Consultative Meeting on Journalism Education with the end goal of preparing a draft model journalism curriculum for developing countries and emerging democracies. Two other concerns in the main agenda of the three-day consultative meeting were the proposed Centers of Excellence (COEs) in journalism education and training and online learning delivery system for journalism education. The concept paper (background document) for the consultative meeting is presented as Appendix A. I. Objectives The three-day consultative meeting aimed to: 1. Examine the context of journalism education curriculum development in

terms of the media landscape and the broader political, economic, and socio-cultural and technology environment;

2. Draft model curricula for diploma and undergraduate programmes in

journalism for developing countries and emerging democracies; 3. Propose criteria and processes in selecting Centers of Excellence in

Journalism Education and Training; and 4. Examine the potentials and requirements of using online delivery system

in journalism education.



III. Scope and Methodology A. Scope The programme for the three-day consultative meeting was divided into three modules: (1) Context of Journalism Education, (2) Content of Journalism Curricula; and (3) Core Components of Model Journalism Curriculum and Support Plans and Programs for Journalism Education. The Draft Agenda is presented in Appendix B. The context refers to both the media landscape and the broader socio-cultural, political, and economic environment which affects journalism practice and of course, journalism education, and training in developing countries and emerging democracies. The content of the journalism curricula is the essence of the consultation. Curriculum is broadly defined to include aims and goals, subject matters (courses), teaching-learning processes, learning resources (materials), teacher-student qualities, and evaluation approaches. The envisioned model journalism curricula are for diploma and undergraduate programmes. The Diploma programme is a pre-baccalaureate programme where the entry qualification is completion of secondary school (high school) course. Support plans and programmes refer to follow-up actions needed to pursue the implementation (and adoption) of the model curricula and the envisioned centers of excellence in journalism education and training, and the requirements needed in pursuing the use of online learning delivery system in journalism education. B. Methodology The planning and implementation of the consultative meeting was participatory, interactive, and experiential. To generate interest and commitment, even prior to the meeting, participants were invited to participate in online discussions through an e-group created for the purpose, i.e., [email protected]. The online group also provided the venue for sharing of papers and other relevant documents by the experts. Through the Internet, the invited experts were also encouraged to provide inputs in the preparation of the meeting agenda. Inquiries and suggestions were made as to the parameters of the consultation.

mailto:[email protected]



Examples of the online discussions are included in Appendix C. The methodologies for the actual meeting were the following: Orientation by meeting conveners Presentations and Group Discussions Workshops (with Plenary Presentations and Discussions) IV. Consultative Meeting Participants A total of 16 experts participated in the forum. The participants were a mix of professional journalists, journalism educators (academicians) and training specialists, and social science experts. Almost all continents were represented, i.e., Asia-Pacific, Africa, Middle East, North America, Europe and Latin America. The List of Expert-Participants is presented in Appendix D. V. Meeting Proceedings and Outputs A. Opening Remarks UNESCO Assistant Director General Dr. Abdul Waheed Khan delivered the opening remarks. Mr. Khan emphasized that UNESCO is the lead UN agency committed to the promotion of free flow of information and ideas and media development, especially in developing countries. This is the reason why the International Programme for the Development of Communication (IPDC) was set up in 1980 to assist these countries in strengthening their communication capabilities. ADG Khan gave the rationale for the meeting. He noted the need to review the relevance of journalism education vis-à-vis journalism’s role and function in developing countries and emerging democracies. He cited research findings and observations by several experts that many journalism programmes are not able to highlight the connection between the philosophies and practices of democracy and journalism. ADG Khan also noted the perception that mass communication curricula do not meet the requirements of the media industry which employs majority of the graduates of journalism schools. Still, it was clarified that addressing the manpower needs of the industry is not the raison de etre of journalism schools. The convening of the consultative meeting was also in response to feedback expressed during the recent World Summit on Information Society (WSIS) held in



Tunisia. UNESCO also frequently receives requests from various countries asking for assistance in the preparation of journalism curricula. What UNESCO aimed to achieve in the meeting, according to ADG Khan, was a model basic journalism curriculum for diploma and undergraduate programmes. ADG Khan also asked the experts to examine the feasibility of introducing centers of excellence (COEs) in journalism education and training similar to COEs established in UNESCO’s science and education sectors. According to him, the organization encourages regional and national discussions on the issues to be raised and the final outputs of the meeting. B. Consultative Meeting Overview Mr. W. Jayaweera, Director of UNESCO Division for Communication Development, introduced the participants to the UNESCO Draft Programme and Budget (2006-2007) 33C/5. This document summarizes the medium-term strategies, main line of actions, and expected results adopted by UNESCO for implementation. One of the performance indicators for 33C/5 is the preparation and use of a model journalism curriculum. Mr. Jayaweera then proceeded in outlining the four inter-related objectives of the consultative meeting mentioned earlier in this report. To facilitate discussion, Mr. Jayaweera set the parameters for the three-day consultative meeting. He proposed that the model curricula be prepared for (1) diploma programme and (2) undergraduate programmes in journalism in developing countries and emerging democracies. The envisioned undergraduate curricula shall consist of proposed general education courses and professional (journalism) courses. Before completing his overview, Mr. Jayaweera invited Dr. Indrajit Banerjee, Secretary-General of Asian Media Information and Communication Centre (AMIC) to give background information on the World Journalism Education Conference slated in 2007. A copy of Mr. W. Jayaweera’s overview is included in this report as Appendix E. C. The 2007 World Journalism Education Congress The first World Journalism Education Conference will be held on 27-29 June 2007 in Singapore. It will be organized by the AMIC and Nanyang Technological University. According to Dr. Banerjee, the following are the draft topics for discussion:



state of the field of journalism education, industry/academy relationship, journalistic freedom and responsibility, Who is a journalist? What is journalism? comparative models of journalism education, and Asian journalism education.

A number of strands, incorporating panels and papers were also identified on the following draft topics: pedagogy, research trends, critical professional issues, audiences, administrators, and students. A journal editors’ forum was also scheduled. A one-day session for leaders of journalism education organizations is scheduled on 26 June 2007. The following documents will be issued:

State of Journalism Education Report, Declaration of Universal Principles for Journalism Education, Report on Key Competencies and Learning Outcomes for Journalism

Education, and System for Networking Journalism Education Associations.



PART TWO: PLENARY PRESENTATIONS AND DISCUSSIONS I. The Context of Journalism Education A. Session One: The Rationale and Relevance of Journalism Education

Today The Hindu Editor-in-Chief N. Ram succinctly captured the rationale of the consultative meeting when he stated that amidst “declining public credibility, rise of new technology, market pressures and rapid socio-political changes, the purpose, functions and methods of journalism need fresh, critical study.” In spite of persistent negative impressions on J-schools, N. Ram observed that “journalism education, training, and research are a proven way to build professional and intellectual capabilities.” However, he pointed out that in India’s experience, undergraduate J-school programmes do not work, and therefore there is a need for education and training at the post-graduate level where students benefit from grounding in other disciplines. In terms of content, there is a need for a balance in terms of basic skills, critical thinking, store of knowledge, commitment to freedom, and social commitment. The veteran journalist offered four recommendations to journalism schools: (1) combine academic rigor with intensive practical work; (2) achieve a fine balance between education and training; (3) be strong in core courses; and (4) offer streaming, specialization and varied menu of electives. He also cited seven factors behind the success of J-schools: (1) curriculum, (2) faculty, (3) teaching philosophy and methods, (4) admissions, (5) infrastructure and facilities, (6) J-school-media industry linkages, and (7) placement. Mr. N. Ram’s PowerPoint presentation is presented in Appendix F. Plenary Discussion Mr, N. Ram’s presentation was followed by an open forum moderated by Mr. Mogens Schmidt, Director of Freedom of Expression Division, and UNESCO. Among the major issues and concerns raised were the following: On autonomy and independence of journalism schools

External support (including grants) to J-schools is acceptable provided schools are not dependent on one or two source(s).



On the need for internship

There was consensus on the need for internship by journalism students in media companies. Among the advantages cited were: (1) provides the only way for journalism students to get practical training especially if facilities are not readily available, (2) facilitates understanding of the context of journalism work, and (3) provides venue for direct experience to students.

The main complaint against internship is that “professionals are too busy

with their work that they do not have time to train.” On undergraduate and/or post-graduate programme

There were two schools of thought on whether the journalism degree should be offered as an undergraduate or post-graduate degree. The latter is defined to include post-baccalaureate degree.

The main rationale for post-graduate is that there is a need for grounding

in other disciplines, e.g., economics, political science, etc., before one engages in journalism training or education.

Some believe that the current crop of high school graduates who go

straight to journalism schools still lack the competencies needed. A participant described today’s journalism students as “cannot read, cannot write, cannot think and don’t know anything.”

On inculcating social commitment

How can journalism schools develop social commitment among their students? Several approaches were cited. For example, at the Asian College of Journalism, courses such as Media and Society and Covering Deprivation are being offered.

On gender issues

While journalism education tends to facilitate and promote the “feminization” of journalism, access to employment by women is not assured. For example in Indonesia, while 80 percent of the students are women, a much smaller percentage (estimated at 10 percent to 20 percent) are eventually able to get employed in media outfits.

Another concern is whether women journalists are able to occupy senior

(managerial) positions in media companies.



On elective courses

The emphasis on arts, humanities and social sciences (history, political science, economics, etc.) as elective courses may be most appropriate to Europe and North America but not in developing countries where basic and applied sciences may be equally (if not more) important and relevant.

On the issue of “divides”

The emerging assumption (in the presentations and discussions) seems to be that journalism schools should prepare their graduates to be employed in commercial media establishments in spite of the fact that there are other models such as public-funded media organizations and community media.

A journalism curriculum relevant to the needs of specific communities (i.e.,

geographic communities or communities of interest) should also be considered.

There are non-government organizations involved in capability-building for

small community media which also need support in curriculum development.

Journalism students should not only be taught the English language but

local languages (vernaculars) as well.

There seems to be too much focus on journalism as a “discipline of verification” when there are other important functions such as correlation, public opinion, acculturation, among others.

The development of a journalism curriculum standard will be very useful

because it can “bypass” the divide between democratic countries and non-democratic (or authoritarian) countries as journalism schools in authoritarian countries will have to include in their curriculum (following the standard set) concepts on freedom of expression, democracy, and related issues.

B. Session Two: Issues and Challenges in Building Role Perception for

Journalists in Developing Countries and Emerging Democracies Prof. Michael Cobden emphasized that in developing countries and emerging democracies, an important role of journalism is to aid political, economic, and social development. Journalists should also look for stories that expose injustice, corruption and other practices that inhibit progress and the development of democracy. To perform these roles require more than just journalistic skills. He



argued that one cannot learn the techniques of journalism such as reporting and news writing without first building foundations in general knowledge, thinking, writing, and researching. He also reminded the expert-participants not to forget those journalists working in countries where democracy is not emerging and where journalists continuously struggle to assert their freedom. Prof. Cobden observed that journalism schools (both in developed and developing countries) need to (re)assert the relationship between democracy and journalism. He lamented the fact that even in mature democracies; the duty to hold into account those in power is farthest from the minds of many journalists and media owners. According to Prof. Cobden, universities in developing countries cannot meet the need for trained journalists since they do not have the resources and are not always enthusiastic about teaching practical skills. To address this issue, he supported some suggestions made by Pakistani journalist Owais Aslam Ali, e.g., provide training skills to experienced working journalists and for media companies to set up in-house training programmes, press foundations and institutions. In terms of training areas, he again re-echoed the suggestions of Pakistani journalist Aslam Ali, i.e., awareness of social and development issues (such as environment, health, human rights, etc.), management and marketing, ethics, use of information and communication technology. Priority should be the training of rural journalists. Prof. Cobden also suggested on-line training programmes as one way of addressing the needs of developing countries. A concrete project Prof. Cobden also suggested is the creation of an “army of volunteers” (i.e., journalism professors and experienced journalists) who could be called up and deployed to conduct a series of workshops for journalists in developing countries and emerging democracies. This project can be initiated by UNESCO and a few media moguls, and with the financial support of developed nations and major media corporations. Prof. Cobden’s presentation is in Appendix G. Plenary Discussion A discussion followed Prof. Cobden’s brief presentation. This was facilitated by Prof. Kaarle Nordenstreng. Among the highlights of the discussion were the following:



On strengthening journalism schools

There are some institutional problems that journalism schools have to address. Among these are low-paid teachers, lack of funds, legal restrictions, and school restrictions, among others.

A concrete proposal endorsed by majority of the participants to strengthen

J-schools is the creation of a mechanism (such as a database) to share lessons and experiences in journalism education. The presenter’s idea of creating an “army of volunteers” was also endorsed.

On appropriate mix between skills and general education

There are different models in terms of ratio between practical journalism courses and general education courses (defined mostly as liberal arts and social science courses). In the United States of America, the current required percentage for practical journalism courses is at least 1/3. In India, some 40 percent to 50 percent is devoted to journalism courses.

It was noted that many journalism students do not have adequate

background in liberal arts and sciences which are critical foundation courses.

Teaching how to think is not theoretical but practical. The problem is many

journalism students cannot think and write. On the meaning of democracy

While the role of journalism in promoting and preserving democracy is recognized, there should be room for cultural differences in understanding its meaning.

On the impact of global media on journalism education and training

In Bulgaria, some big international media groups established their own training units. Sometimes, what journalist-trainers from these media groups tell their trainees (local journalists) are different from what journalism schools teach.



II. Journalism Education Curricula A. Session One: The Content of Basic Journalism Curricula in

Developing Countries and Emerging Democracies Prof. Berger described the perceived industry-academe dichotomy as manifested in four areas: (1) Industry tends to focus on production and professional skills while the academia focuses on theory and concepts; (2) industry’s bias is vocational training against academic training; (3) industry is external-oriented compared to internal orientation of the academe; and (4) the administrative (managerial) stance of industry vis-à-vis critical stance of the academe. But to Prof. Berger, the proverbial dichotomy is a “false dichotomy” as theory is embedded in production and professional skills. Production skills are not limited to vocational as in the case of multimedia, writing, editing, and design. Critical thinking pervades all areas including production, vocational and administrative tasks. Identifying core courses and peripheries (electives) was likened to an onion with several layers. The outer layer is the cultural studies, next two layers are media studies and journalism studies, and finally, the inner layer is journalism practice. Other important issues raised include: productivity, i.e., there is so much to do (and teach) but we have so little time; what “meal” do we provide our students – substantial or smorgasbord? Should writing courses be generic or medium-specific? Finally, Prof. Berger raised some issues concerning the African model communication curricula. His critique included: (1) impact was not clear; (2) rationale for core and elective subjects were not stated; (3) logic for continuity, weighting, and structure was unclear; and (4) assumes that uniform curriculum can apply. Please refer to Prof. Guy Berger’s presentation in Appendix H. Plenary Discussion On curriculum development

The effectiveness of a curriculum should be measured in terms of its impact on the media industry and society.

There should be greater weight given to journalism practice than the other

studies.



Identifying foundation courses rather than distinguishing core and elective

subjects may be a more useful exercise. Another option is to categorize courses into the following: (1) theory and methodology, (2) skills and practice, (3) knowledge, and (4) goals, missions and responsibilities.

The meeting may focus on identifying the essential skills (competencies)

which schools must focus on. Journalism schools should be encouraged to share or exchange lessons and experiences on how these skills are taught or developed.

The envisioned curriculum should not exclude areas which are not part of

the traditional journalism such as blogs. We must address issues such as whether bloggers can be considered journalists.

B. Session Two: Teaching-Learning Process in Journalism Education This session focused on two related areas: conventional teaching-learning process and online teaching-learning process. The former involves the traditional face-to-face classroom interaction. The latter involves the use of mediated technology, particularly computers (Internet) in the teaching-learning process. Journalism Education: The Tier Approach

To Prof. G. Stuart Adam, journalism curriculum should aim at the formation of reporters, writers, and critics. The “spine” of any journalism education programme in a university setting can be accomplished through the tiers with each tier increasingly becoming complex. Tier one, introductory reporting, provides foundation skills in news judgment, routine fact gathering, and news writing. Tier Two focuses more deliberately on the literary and representational facets of journalism by providing special attention to narrative approaches and to investigative and in-depth reporting techniques. Tier Three focuses on specializations such as politics and government, society and social institutions, economics, cultural institutions, and/or cultural practices, international affairs or legal reporting. Prof. Adam reiterated that for the purposes of constructing a journalism program in a university, it is best to think of journalism not only as the product of reporting, but as comprising in a broad and decisive sense the application of disciplinary knowledge to the interpretation of events.



Online Learning Delivery System The impact of the Internet on journalism has been described as “revolutionary”. According to Prof. Rosental Calmon Alves, there are at least two dimensions to the impact of technology on journalism education: (1) the inclusion of a core course on the fundamentals of digital journalism (online journalism, Internet journalism) and (2) active utilization of the digital technologies to improve traditional pedagogical processes. Prof. Alves cited The Knight Center Experience, an experimental distance learning program created in 2003 for mid-career journalists from Latin America and the Caribbean (including some journalism students and professors). The courses offered range from 4 to 6 weeks in such areas as computer-assisted reporting, mathematics for journalists, newsroom management, coverage of armed conflicts, and reporting public administration. The experiment has been proven to be cost-effective compared with traditional training programs which involve high costs for travel, lodging, equipment and locale. A systematic evaluation has been conducted among the course constituents particularly the students, alumni, and instructors. The evaluation results were positive. Finally, Prof. Alves made the following conclusions: (1) distance learning can help improve journalism education even in countries “victimized” by digital divide; (2) technology can enhance and extend teaching-learning experience; (3) open source software programs can be as effective as proprietary and expensive programmes; and (4) online can be combined with traditional teaching-learning processes. Appendix I presents Prof. Alves PowerPoint presentation. Plenary Discussion On cost-effectiveness of distance and/or online learning

Among the main issues cited in going online in developing countries were: (1) lack of basic infrastructure and technology; (2) lack of local capability to develop the system and the resources needed (particularly funding); (3) government intrusion such as blocking of some web sites; and (4) technical problems such as low speed of available hardware (despite availability of open sources).

The advent of open sourcing in the Internet is creating unlimited

opportunities and may eventually make cost inexistent.



How can we use technology (distance/online learning) to increase the productivity of journalism education (schools)? There are just too many things to teach but with so little time and resources.

Journalism education does not end with a degree. Journalists must

continuously improve their competencies through continuing education. Distance and/or online learning are also compatible with continuing education because they are flexible in terms of content and time. They are also interactive and participatory.

When journalists are required to pay (modest amount only) to avail of the

online programme, they seem to put more value on it than when the programme is made available for free.

A number of expert-participants emphasized the importance of conducting

regular evaluation to measure the effectiveness and impact of distance/online learning.

On traditional face-to-face vs. online learning

Some experts expressed caution on the use of (dependence on) online learning. Many learners (and teachers) still prefer face-to-face tutorial and interactive learning.

How do we introduce the use of technology in a setting where half of the

people cannot read and a third have never made a telephone call.

The flexibility of online learning was also cited as working in favor of working journalists who do not have time to attend regular classroom-type courses.

On teaching online journalism

Selected journalism courses should be taught using both the traditional and online modes. There could be co-teaching where online experts are invited to co-teach with (traditional) journalism educators.

There should be continuing training of faculty members who will teach

online courses. On digital divide and online learning

The digital divide should not stop us from pursuing online learning or distance education. This should not be the reason to stop us from pursuing innovation and creativity or denying people in developing countries the benefits of new technologies.



On bloggers as “journalists”

There were differences of opinion on whether bloggers can be considered journalists. Those who write and maintain blogs have been acknowledged for contributing in enhancing the diversity of media content.

Some were of the opinion that bloggers are merely users of a “platform”

(e.g., by established mainstream newspapers which have also online editions) and therefore cannot be considered journalists.

The way to examine whether bloggers are journalists is to define

journalism as a practice. What elements go into the journalism practice and whether bloggers adhere to or adopt these same elements, e.g., element of verification?

Another expert described bloggers as “participants” in the democratic

space but cannot be considered journalists because unlike journalists, they do not put their writing in context and do not interpret, which are among the activities of a journalist.

Still, the entry of bloggers was described as “an unstoppable wave to the

profession of verification.” C. Session Three: Journalism Educators: Competencies and

Experiences For Prof. Has Henrik Holm, there are three types of educators, i.e., teachers, researchers and practitioners. Ideally, the qualities of all three types of educators should be found in each educator. Unfortunately, this is not the case. Prof. Holm cited the case of the USA and Denmark. In the USA, only 47 percent of journalism teachers have less than 10 years of experience and 17 percent have no experience at all. In Denmark, 15 percent have no experience. Prof. Holms also identified constraints facing journalism educators. These are graduate degrees, nationals/language, gender, geography, and salary. To address the issues, he proposed the following: (1) accept that all three jobs are equally important, (2) create groups of educators around classes with all three involved; and (3) focus on student competencies. Prof. Holm’s paper is in Appendix J.



Plenary Discussion The plenary discussion which was moderated by Prof. Frank Morgan yielded the following insights: On the types of journalism educators

The three types mentioned are ideal but difficult to achieve in a school setting which faces many constraints.

Modular team teaching facilitates development of all three types of

educators. A course may be offered as a module to be handled by two teachers. For example, in Media Laws course, Module One will focus on the legal principles and guidelines and will be best taught by a lawyer. Module Two is on case studies which will be handled by an experienced journalist.

Teachers should also be visible in the media. Before, publishing a book is

enough to gain credibility. Today, teachers should also be seen in media programmes to gain greater credibility to their colleagues and most especially, to their students.

On teachers as practitioners (and vice versa)

There should be earnest efforts to dispel the myth that “good teachers are bad journalists and good journalists are bad teachers.” Also, the notion of “refugees” referring to those who cannot do (practice) journalism opting to teach (or the famous adage, if you can’t do, teach!).

Practicing journalists who are Journalism teachers are not given equal

chance for promotion and other rewards/incentives because their background does not fit the academic setting.

Even an experienced (and good) journalist may find it difficult to be hired

as teacher because he has no formal (post-graduate) degree which is a requirement in an academic setting. Some of the hurdles are imposed by governments. For example, in Brazil, a doctoral degree is a requirement for teaching. This has resulted in the firing of many good journalism teachers.

Journalists with teaching load do not readily get promoted because the

requirements favor those who do research, publish articles in journals, publish (academic) books, etc., which most journalists are not engaged in.



There should be a system for accreditation and equivalency wherein outputs of journalists are given academic equivalency. For example, “recognized productions” such as an award-winning documentary should be equal to an academic publication, etc.

Peer review may be necessary in determining acceptability (and

equivalency) of journalistic outputs as academic outputs or what constitutes a “public intellectual.”

The practice of established universities in the USA in hiring and promoting

journalists as faculty members should be cited. Among these schools is the University of California Berkeley.

There should be an advocacy (especially in Third World countries)

emphasizing that journalism is a different profession where traditional requirements may not fit.

On low regard of journalism schools by the media industry

In some countries, there is a need to enhance the status of journalism schools as the media industry they serve tends to look down on them. Some journalism schools in the USA have good programs to enhance their respectability and capability, e.g., Northwestern University and the University of California Berkeley.

On the sustainability of journalism schools

In some countries sustaining an independent journalism institution is a problem because of lack of viability.

D. Session Four: Towards a New Methodology in Journalism Education

and Training Mr. Mahmoud Abdulhadi, Director of the Aljazeera Media Training and Development Centre, listed down questions which should be raised in developing journalism training and education programmes. Any training and education institution must start by identifying its partners, i.e., graduates, markets and journalism schools. In terms of graduates, among the relevant questions which should be asked are: Why did they take journalism as a course? What do they want to be? What do we want them to be? What knowledge, skills, and understanding do they need? What problems are they facing and how can these problems be addressed? In terms of market, the questions to be raised include: What’s the potential size of the market needs? What qualifications does the market demand? Can



journalism schools meet the market demands? How does the market deal with new graduates? In the case of journalism schools, relevant questions listed include: What specializations are offered? Are the staffs engaged in research, theory, and practice? What is the ratio between practical hours and theoretical hours? Are there practical laboratories? What is the role of practitioners in the education process? E. Session Five: Centers of Excellence in Journalism Education and

Training Mr. Jayaweera briefly explained the rationale for the envisioned COE. UNESCO wants a more efficient and systematic means of providing support to capability building activities in various parts of the world. The proposed COE seems to address this need. The identified COEs may be used as resource base for training other institutions within a particular country and region. Such a centre may also be tapped to develop courses (both conventional and online). To Mr. Ram, Centers of Excellence in Journalism Education and Training (CEJETs) should refer to journalism schools/departments with proven track record of excellence in teaching journalism for different media streams and are regarded as the school of choice for aspiring professional journalists in a country/region. These institutions also help set up and upgrade journalism standards. Why establish CEJETs? Mr. Ram cited several reasons, among which are the following: (1) to reward excellence, (2) to create conditions for further investment, (3) to serve as nodal centres for quality education and training, and (4) to serve as training ground for excellent teaching and learning practices. Mr. Ram also identified variables to be considered in developing criteria in selecting CEJETs which include curriculum, faculty, teaching philosophy and methods, admissions, infrastructure and facilities, media-industry linkage, and placement. He also recommended that the evaluation and selection process should be made by an independent assessment panel in a transparent and non-bureaucratic manner. The presentation of Mr. N Ram is included in this report as Appendix K. Plenary Discussion During the plenary discussion moderated by Prof. J. Naji, the expert-participants were almost equally divided as to whether a COE or CEJET is necessary at this time. Those in favor of the concept cited the following reasons:



• The COEs will create or set standards which are very important. There are many training institutions which exist but do not have adequate equipment and facilities, hire unqualified lecturers and offer inadequate (short) courses.

• The concept of COE or CJET may bring more respectability to journalism

schools which suffer from “inferiority complex” as they are regarded as “trade schools” even within the university or academy. It is important to set clear criteria which should include research (capability).

Meanwhile, experts who are not convinced of the viability of COEs/CEJETs gave the following reasons: • Labeling may create controversy in the professional community.

• New journalism schools/universities may not have equal chance to

compete with long-established journalism schools/universities.

• Recognizing some journalism schools/universities as COE and others as non-COEs may be “divisive.”

• The process of selection may be cumbersome. Is it worth investing in

terms of bureaucratic administration and funds?

• There are other alternatives to labeling but would deliver the same outcome. Among these are exchanges of best practices experiences, networking, etc.

• Experiences in some countries show that it may lead to corruption and

favoritism. It can become a means to provide research funds in perpetuity.

• In some regions, e.g., Latin America, it may spur intense competition among institutions.

The other points of view noted were the following: • Another term may be used which does not imply hierarchy but horizontal

approach. One such term is “hub” which radiates to other institutions. Another term proposed is Centers of Reference which is a neutral term.

• Another option suggested is to prepare a charter specifying criteria or

standards which journalism schools should aim to achieve. Each school will be invited to sign the charter as a commitment to fulfill the criteria or standards set.



III. Summary of Main Issues and Concerns and Emerging Consensus A. Issues and Concerns 1. Journalism schools suffer from negative image or perception by the news

media industry. 2. Should journalism be an undergraduate or post-graduate programme? 3. What is the ideal length of time for an undergraduate programme? Is it

three years or four years? What is the ideal length for a post-graduate programme?

4. The current crop of high school graduates who go straight to journalism

schools still lack the competencies needed, i.e., “cannot read, cannot write, cannot think and don’t know anything.”

5. There is a need for grounding in other disciplines, e.g., economics,

political science, etc., before one engages in journalism training or education.

6. Professionals are too busy with their work that they do not have time to

train students during internship or apprenticeship. 7. The trend in journalism education seems to be more females enrolled in

journalism programme than males. However, in some countries, this does not translate to equal work opportunities for female journalism graduates.

8. One cannot learn journalism techniques without first building foundations

in general knowledge, thinking, writing, and researching. 9. Two “contrasting” approaches in journalism education were presented by

Prof. M. Cobden and Prof. G. A.S. Adam. Prof. Cobden’s formula is delaying the teaching of technique until foundations are laid in thinking, writing, research methodology, general knowledge, an understanding of how questions of ethics and of law are considered, familiarity with the cannon of great journalism and the history of journalism, and an understanding of the relation of journalism and democracy. On the other hand, Prof. Adam proposes techniques, then depth, and finally, specialist knowledge.

10. What “meal” do we provide our students – substantial (in-depth) or

smorgasbord?

Should writing courses be generic or medium specific?



11. How can we integrate ICT in journalism education when half of the people

cannot read and a third have never made a telephone call?

The digital divide should not stop us from pursuing innovation and creativity or denying people in developing countries the benefits of new technologies.

12. Many J-schools in developing countries do not have the resources to

implement a model curriculum. 13. Are bloggers journalists? Many experts think bloggers are not journalists

but “participants” in the democratic space, but many also acknowledged that blogging is “an unstoppable wave of the future.”

14. There is divergence of opinion on the need for Centers of Excellence in

Journalism Education and Training. The pros cite the need to set standards and the need to bring more respectability to journalism schools. The cons cite various disadvantages, e.g., divisiveness, bias in favour of long-established schools, cumbersome and controversial, selection process, etc.

B. Emerging Consensus 1. The goal of journalism is to serve the public. The public has a need to be

informed, to communicate, to engage, and to decide. It is stimulating public democratic debate. Journalism is committed to the search for truth.

2. There is need to reassert the relationship between democracy and

journalism. 3. There is need for continuing review of journalism education due to issues

specific to the media industry and the broader media environment. There is a need to adjust the teaching of technique (and perhaps of intellectual ability) to take into account changes in technology (and in media).

4. Model journalism curricula for developing countries, emerging

democracies and non-democratic countries are important and therefore should be pursued. They provide standards (of excellence) to be aspired for, give a benchmark for assessing existing curriculum, and ensure that basic principles, e.g., freedom and democracy, are integrated. Model curricula may refer to a series of best practices that may serve as inspirations not as dictates.

5. Situating journalism education within the university (academic) setting

enriches the journalism profession by providing the intellectual



environment. Within this environment, other disciplines also enrich journalism education. Journalism education is an intellectual discipline that needs to be respected and developed in its own right.

6. In terms of curriculum content, there is need to balance basic skills, critical

thinking, store of knowledge, and commitment to freedom and social consciousness.

7. A model curriculum should be preceded by a vision/mission statement

which describes the aims and philosophy of journalism education. 8. Competency-based approach to curriculum development is desirable

wherein courses/subjects (including what Prof. Cobden describes as foundational) are determined based on desired competencies for journalists.

9. Practical (journalism) courses should represent one-half of the overall

(total) course work. The other half will be dedicated to other academic disciplines, notably humanities and social sciences. The ideal or model course (or programme) represents a true mix of intellectual and practical training.

10. While practical skills should be the focus, this should not be at the

expense of liberal arts, humanities and social science courses which are important in developing critical thinking.

12. It may be more advantageous to offer streaming or specializations in

journalism programmes. 13. Internship (or practicum) is necessary but should not result in bias against

“intellectual” courses among students. 14. Journalism students should be taught not only the English language but

local languages (vernaculars) as well. 15. Journalism education requires three sets of skills: practical, academic, and

pedagogical skills. They are all equally important and should be recognized as such.

Experienced working journalists should be provided training (teaching) skills. The best training approach is to team-teach a course with a good teacher.

16. The proposal to create an “army of volunteers” who could be deployed to

conduct workshops for journalists (and journalism educators) in developing countries and emerging democracies is worth pursuing.



17. There should be a mechanism (such as a database) to share lessons and

experiences in journalism education. 18. The advent of ICT impacts on journalism education in two ways: (1)

inclusion of related course, e.g., online or Internet journalism and (2) use of digital technologies to improve teaching-learning process.

19. Journalism education does not end with a degree. Journalists must

continuously improve their competencies through continuing education (using traditional or online learning settings). Journalism schools should take it as their responsibility to offer professional development for journalists in their locale.

20. Journalism educators can be good teachers, researchers, and

practitioners. All three are of equal stature and educators need not be good in all three aspects at the same time.

21. Practicing journalists who are teaching are not given equal chance for

promotion and other rewards and incentives because their experiences and background do not fit the academic setting.

22. There is a need for a system of accreditation and equivalency for

practitioners who are (will be) teaching in journalism schools. 23. There should be advocacy emphasizing the uniqueness of the journalism

profession in the context of an academic setting. 24. The concept of Centers of Excellence in Journalism Education and

Training (CEJET) needs further study. While it may help set standards of excellence, the concept is divisive and difficult to implement. There are other alternatives to labeling that could deliver the same outcome.

25. UNESCO plays a critical role in enhancing journalism education.

UNESCO has enormous (knowledge) resources that can be used by journalism schools nationwide.



PART THREE: WORKSHOP OUTPUTS, PLENARY PRESENTATIONS, AND DISCUSSIONS I. Workshop One: Core Components of Model Journalism Curriculum Considering previous discussions and available time, the experts agreed to revise the Draft Workshop Agenda. The original agenda called for the creation of three workshop groups. Each group should discuss the aims of journalism education and list down and describe proposed courses/subjects for the following categories: General Education Courses (Group A), Core Journalism Courses (Group B), and Elective Journalism Courses (Group C). In lieu of the above, the experts divided themselves into two groups and decided to work on the following: (a) list of competencies needed by journalists (and therefore should be developed among journalism students and graduates), and (b) list of journalism courses whether basic or elective. Workshop Outputs Group A: Prof. I. Richards (Facilitator), Prof. Rosental Calmon Alves, Prof. Divina Frau-Meigs, Prof. F. Morgan, Prof. Jamal Eddine Naji, Prof. Kaarle Nordenstreng, Mr. N. Ram, Dr. George Thottam and Mr. Ognian Zlatev Group A agreed to categorize journalism courses or subjects into three clusters:

• Basic Skills: Reporting and Editing • Media Context • Specializations

Internship is also identified as a distinct programme requirement. Basic Skills The following are the basic skills courses identified: •Writing for journalism •Reporting •Copy editing/subediting •Visual journalism (graphics, layout, and design) •Photojournalism •Computer assisted reporting •Television news gathering and production •Radio news gathering and production



•Online news writing and production •Social science research methods Media Contexts The media contexts refer to the following courses: •Media and society •Critical issues in journalism •Media history •Media law •Media ethics •Media economics and management •Theories of development Specializations/platforms The specializations in terms of distinct media platforms include the following:

•Dailies •Magazines •Television •Radio •Online •Photo journalism •Layout and design •Infographics Students to be offered electives in specialized coverage on fields such as: •Politics and government •Economics and business •Social affairs •Gender issues •Child issues •Identities (race, ethnicities, religion, minorities, etc) •Environment •Arts and Culture •Sports •International affairs •Conflict and war •Deprivation •Human rights •Rural affairs •Public health



•Local governance •Education •Labor issues •Science •Violence Proportions and Balance Approximately 50 percent of the coursework for a three or four-year undergraduate journalism program should be devoted to journalism courses. Of this 50 percent, one- third should be allotted for basic skills, another third for media contexts, and the balance to specializations The other half of the total coursework will be dedicated to different academic disciplines, notably Humanities and Social Sciences, but also basic or applied sciences (special attention should be paid to the study of languages). Group A Plenary Discussion On the proposed curriculum

The proposed curriculum is intended for a three- to four-year undergraduate program but the same can be adopted for a post-graduate program.

The specializations (in terms of coverage) are not an exhaustive list.

Teachers are encouraged to innovate by integrating two or more subjects. These should be hands-on courses focusing on the problems encountered in doing coverage in these areas.

It is not enough to come up with a list of courses. Equally, if not more,

important is to spell out the logic behind the clustering and the listing. Also, the courses listed in all three categories appear to be “conventional” and not innovative. Another issue is whether a curriculum should go in-depth or offer a smorgasbord meal?

Listing of courses is a limited perspective in curriculum design. Also

important is the pedagogical methodology without which the curriculum will have little impact. Knowledge resources are also needed including books, journals, articles, and database.

According to some expert-participants, even if a model curriculum is

developed, there are no guarantees that it will be implemented. Many developing countries do not have the resources to implement the curriculum. Even basic services (e.g., electricity) and infrastructure (e.g., typewriters) are not always readily available.



There may be a need for a vision statement (or a charter). This statement

may address such questions as: What are the aims (ends) of journalism education? What difference do journalists make on society? What and why a proposed (model) curriculum?

The proposed vision statement or charter should distinguish journalism

clearly from others such as public relations. Educators should not be “trapped” by the technology of curriculum building. The philosophy of training and instruction is equally important.

There are other “missing” elements in the curriculum. Among these are

admission requirements and processes. Also, how journalism schools/departments should relate with other departments (academic disciplines) within the university and with other universities (within and outside the country).

On innovative curriculum design

Innovation may come in the application and delivery of the courses, i.e., course planning, teaching methodology, use of examples (case examples), etc. If journalism schools lack resources, then they have to be inventive and creative.

Some expert-participants contend that innovation is not limited to delivery

but also includes content of the courses themselves. Another way of innovating is integrating or combining some of the courses listed. For example, the courses on human rights and local governance can be an interesting mix.

On specific courses listed

It was clarified that the computer-assisted reporting course listed is an “umbrella” course which includes numeracy, among others.

The use of the term “theory” to describe the media context subjects should

be reviewed as it may not be attractive to students.

Journalism ethics can be taught either as a distinct course or a topic embedded in all other courses. The issue of ethics pervades most if not all journalism subjects.



On curriculum assessment

Curriculum development is only a means to an end. Whatever we do, assessment should be included. Journalism schools should be able to measure their impact on the media industry.

On the role of UNESCO and other networks

The role of UNESCO in journalism education should be well defined. UNESCO has enormous (knowledge) resources which can be used (tapped) by journalism schools nationwide. For example, IPDC has implemented various programmes and projects (and produced print and electronic materials) which can be used by journalism schools.

Other journalism education networks such as Journet and ORBICOM

should also fit in the follow-up agenda such as monitoring implementation of the curriculum, among others. The output of the consultative meeting may be regarded as a “blueprint” which other networks may take and include in their agenda for succeeding meetings.

Group B Output Presentation Group B: Prof. G.S. Adam (Facilitator), Mr. Mahmoud Abdulhadi, Dr. I. Banerjee, Prof. G. Berge, Prof. Magda Abu-Fadil, Prof. Michael Cobden, and Prof. Hans-Henrik Holm Group B expressed the need to reflect the following in a model journalism curriculum: (1) Preamble, (2) Core Competencies, and (3) Basic Units. In identifying the core competencies needed by journalists, the group adopted the competency-based approach in curriculum development. Nine competencies were identified which were based on the European Model. These include:

To reflect on the societal roles and developments within journalism To identify events, issues, and stories To organize and plan journalistic work To gather and select information To structure content in journalistic ways To write and present information for the different media To account for and evaluate journalistic work To reflect on and apply ethical standards To understand the legal context of journalism practice

The basic units refer to the course (subject) areas which should be included in any journalism curriculum. The areas identified were:



An introduction to reporting and writing (Tier I) In-depth reporting and writing (Tier II) Journalism research methods Journalism and democracy Media and society Ethics Media law Language and grammar Visual journalism An introduction to multi-media Studio/workshop

- on-line and multi-media - editing - publishing - broadcasting - photojournalism - graphics and design

Group B Plenary Discussion On the relevance of the consultative meeting

The meeting proved to be a useful forum for debate and discussion, reflection and creation.

The meeting was able to assemble a “very valuable intellectual capital.”

On curriculum development process

There are isolated schools (institutions) which need inspiration and guidance in curriculum development. There are three options in assisting these schools: (1) prepare and distribute a curriculum development guide which contains structured questions (for the planner to answer); (2) tap experts who can share expertise and experiences; and (3) make readily available (through the Internet) examples of curriculum and courses including networks and resources they can be linked with.

On balanced curriculum content

The practical (journalism) courses in the envisioned curriculum should represent one-third of the overall (total) course work. This is similar to the latest requirement in North America. (But another expert-participant suggested that this should be increased to 70 percent).



While we should focus on journalism skills, this should not be at the expense of liberal arts and humanities and social science courses.

Arts, humanities, and social sciences courses (particularly liberal arts) are

important in developing critical thinking and therefore very important in the light of quality of journalism students today who “do not know how to read and think.”

In developing countries, basic and applied sciences are equally if not more

important than arts, humanities and social sciences which are usually offered in Europe and North America.

On competencies and specific courses listed in the Workshop B outputs

The core competencies identified should include the ability to critique structural issues affecting mass media such as media concentration, diversity, and dependence on advertising, among others.

The course on journalism and democracy should also highlight

“entitlements” which includes justice.

Research is not visible in the courses identified. This should be emphasized considering a growing concern on the credibility of media outputs.

There is a need to review the listing as they appear to be “mechanistic.”

Another expert described it as “behaviorist.” Coaching and creativity seem to be missing elements, according to another.

Some competencies can be slowly learned after reaching a particular age.

A research by a South African psychologist showed that it may be difficult to “teach” (and learn) logic among individuals who are 18 years old and above.

On the debate on undergraduate and post-graduate levels

Concern was raised on whether the competencies listed are appropriate for (or can be expected of) undergraduate students.

In developing countries (particularly Asia), the trend seems to be for

working journalists to take the post-graduate programme (masters degree). In some countries, an executive master’s programme is offered for veteran journalists as sometimes they are more experienced than their teachers.



In many countries, professional associations provide opportunities for continuing education.

On the length of journalism programme

An excessively long programme may prove to be a burden, redundant and costly to journalism students who have work experience.

Prerequisites may be required if the student has no grounding which may

come from the other disciplines. On the users of the workshop outputs (“model curriculum”)

The outputs can be used not only by journalism schools within a university setting or outside a university.

The outputs are useful in planning and implementing continuing education

programmes for journalists which may be offered also by local professional associations which do not give a formal degree.

Some schools (universities) may have difficulties implementing a model

curriculum. For example, in Eastern Europe, some universities are dominated by ideologues. Resources are very inadequate including books, equipment and facilities, etc. In some Arab countries, they still use some journalism books published in the 1960s! While universities have deficiencies, they are still being best venue for journalism education.

The workshop outputs should be seen as a reference. It does not

subscribe to the ditctum, “one size fits all.” On the needs of marginalized communities/sectors

At least two participants expressed concern that the outputs (and discussions) tend to focus on mainstream media and therefore miss the requirements of those engaged in rural and vernacular journalism and those working for small (poor) communities. Journalists working in these settings also need training and other support mechanisms.

II. Workshop Two: Planning for 2006 & Beyond In lieu of a workshop, the experts agreed to meet in a plenary session to discuss their plans for 2006 and beyond. This plenary session was moderated by Dr. I. Banerjee of AMIC and Prof. Divina Frau-Meigs of University of Paris–Sorbonne. The recommendations include the following:



On the preamble (or Charter)

An individual or team (from among the experts) may be assigned to draft the preamble which can be shared online with the other participants for enrichment.

Instead of a preamble, a charter or a mission statement may be written.

The charter should not be limited to a statement of principles but may include concrete implementation paths.

On the “proposed curriculum”

The group recommended a three-person team to integrate workshop outputs of Group A and Group B, prepare the draft preamble, and write the annotation for the competencies and courses. The team may Prof. Michael Cobden, Prof. Frank Morgan and Prof. Rosental Alves.

(Note: The draft preamble was eventually prepared by Prof. Cobden and submitted to UNESCO in February 2006. Please see Appendix L.)

There is a need to annotate the competencies described in Group B outputs and the courses identified by both groups for common understanding and reference.

The consultation process should be democratized by involving other

individuals and groups. Journalism education associations (and teachers) should be given a copy of the outputs for comments and suggestions.

On online discussions

An online discussion group should be created to be moderated by one of the experts to continue the discussions held. This will also provide a forum for continuing sharing of lessons and experiences, including research reports, scholarly papers, among others.

On publications

Experts may be requested by UNESCO to prepare a brief paper on their positions on issues discussed. These papers may be collated and published into a book by UNESCO.

Journet is willing to host the proceedings of the consultative meeting in its

website for wider access by journalism educators worldwide.



A Guide on How to Prepare and Implement a Journalism Curriculum was suggested.

On the proposed clearinghouse

A clearinghouse or center for journalism education resources may be created or an existing one may be strengthened to provide such service (e.g., Journet and Orbicom). IPDC was also identified as an important resource center. The envisioned resource center should also feature best practices in journalism education.

On World Journalism Education Conference and Follow-Up Meeting

The outputs and proceedings of the consultative meeting will be presented to the organizers of the 2007 World Journalism Educators Conference as planning inputs.

A follow-up meeting will be conducted in 2006. The invitation of Prof.

Kaarle Nordenstreng to sponsor the next meeting in Finland was considered by the group.



PART FOUR: CLOSING PROGRAM UNESCO ADG for Communication and Information Sector Dr. Abdul Waheed Khan gave the closing remarks. He noted that one of the accomplishments of the consultative meeting was being able to bring together “the best and the brightest” in journalism education to discuss important issues and attempt to develop a model curriculum. According to ADG Khan, perhaps “model” is not the appropriate term but “resource for enrichment of journalism curriculum” which would include a preamble and annotated outline. As a former education planner, ADG Khan said he recognizes the difficulties involved in introducing changes in existing curricula much less in asking universities and colleges to adopt the proposed “model” as universities are autonomous and follow bureaucratic (cumbersome) procedures. According to the UNESCO official, making education tools available is one role UNESCO can do well (and has been doing effectively over the years). UNESCO has a database which can be accessed by educational institutions. UNESCO publications are also a rich source of information and knowledge. In the immediate future, the UNESCO Communication Sector will prepare a report on the proceedings and outputs of the workshop. This will be made available to all the experts and can be used for further or follow-up discussions, in particular in the forthcoming 2007 World Journalism Education Conference. Dr. Khan also noted that other groups such as Journet should utilize the report and the results of the workshop in their future activities.



Appendix A Experts Consultative Meeting on Journalism Education I. Overview 1. UNESCO is the lead UN agency in promoting freedom of expression and

universal access to information and knowledge. It recognizes the important role journalism schools play in preparing future journalists who would facilitate the free exchange and broad diffusion of information and knowledge through mass media. The free and equitable access to information and knowledge are essential elements for empowering people and ensuring their participation in knowledge societies.

2. One of the strategic approaches adopted by UNESCO to pursue its

mandate is to create an enabling environment for the promotion of freedom of expression and universal access. Journalism schools facilitate the creation of such an enabling environment by producing journalists who are not only honed in their craft but have the appropriate mindset.

3. Over the years, UNESCO has taken various initiatives in improving the

quality of journalism education worldwide. At present, it is preparing for the convening of an Experts Consultative Meeting on Journalism Education on 14-16 December 2005 at the UNESCO Headquarters in Paris. This forum aims to examine the feasibility of preparing a model curriculum for journalism education to be presented to the First World Congress on Journalism Education in 2007.

4. Recent global, national and community developments have necessitated

the need for a review of the journalism curriculum as many such developments impact on the content and process of journalism. For example, geopolitical changes, emergence of new democracies and nations in transition, advent of information and communication technologies are some of these recent developments which are redefining journalism education.

5. UNESCO has received numerous requests, mostly from developing

countries, to provide technical expertise in the design of journalism education curriculum. In many developing countries, journalism education is relatively new. Meanwhile, several issues and challenges related to journalism education have to be addressed to pursue journalism education reforms. Among the relevant questions to be answered are: How do we develop critical and analytical thinking as foundation for journalism education? What is the best approach to teach journalism without being mechanical or formulaic? How important is general education? Should we



train journalists with specializations? What do students learn in apprenticeship programs?

6. The proposed “model” journalism curriculum is not envisioned to be a

standard to be strictly adhered to by journalism schools in various parts of the world. But rather, it may serve as an ideal yardstick which schools may aim to adapt to ensure quality journalism education as it will be based on expertise and experience of distinguished journalism educators and practitioners from various continents. The proposed model curriculum also addresses the concerns of media stakeholders from other sectors. The proposed curriculum will be most appropriate, but not exclusive, to developing countries.

II. Objectives 1. To examine the common strengths and weaknesses of journalism

education particularly in terms of the following areas of concern:

Philosophy of journalism education Content of Journalism Curriculum Teaching-learning strategies (e.g., classroom lectures, workshops, computer-assisted, apprenticeship, online learning, distance education) Teaching resources (textbooks and other references, equipment and facilities) Journalism educators (i.e., qualifications and competencies, experiences and values, continuing education opportunities) Journalism students (i.e., qualifications, motivations) Journalism schools-Media Industry Partnership

2. To discuss the need to draft and adapt a model curriculum for journalism

education; 3. To propose the basic elements or features of a model journalism

curriculum in terms of philosophy, content, approach and methodology, among others;

4. To identify the requirements, e.g., expertise and the processes involved in

preparing the proposed model journalism curriculum, if feasible; 5. To set criteria in selecting UNESCO Centers of Excellence in Journalism

Training and Education; and 6. To broaden and sustain interest and participation in journalism curriculum

review and development through online consultations and other mechanisms.



III. Forum Participants Some 12 to 15 distinguished individuals will be invited to participate in the two and a half--day experts’ consultation. Participants will not be limited to journalism educators and practitioners but also an expert from another discipline, e.g., social science, who can examine the strengths and weaknesses of the journalism program from an outsider’s point of view. A recent journalism graduate now working in mainstream media will be invited to give a testimonial on the relevance of his/her education. The participants shall come from the following groups/sectors: Journalism educators Prof. Guy Berger, Rhodes University, South Africa Dr. Michael Cobden, University of King’s College. Canada Dr. Magda Abu-Fadil, Lebanese American University Prof. Hans Henrik Holm, Danish School of Journalism

Prof. Frank Morgan, President, Journet Dr. Jamal Eddine Naji, University of Mohamad V Souissi, Morocco

Prof. Ian Richards, University of South Australia Prof. Luis V. Teodoro, University of the Philippines Dr. George Thottam, Iona College, New Rochelle, NY Professional journalist/editor Mr. N. Ram, Editor in Chief, The Hindu Journalism (media) researchers

Dr. Gordon Stuart Adam, The Poynter Institute for Media Studies Dr. Indrajit Banerjee, AMIC Professional Media Organizations

Mr. Mahmoud Abdulhadi, Aljazeera Media Training and Development Centre Prof. Ognian Zlatev, South-East European Network for the Professionalization of Media

Social science expert Prof. Divina Frau-Meigs, Sorbonne University



Recent journalism graduate working in a media organization Mr. Glenn Omanio

Kyodo News Manila Bureau IV. Consultation Program of Activities A. Pre-Consultation Activities (01 October-13 December 2005) 1. Online discussion and exchange of available papers and research studies

by invited participants

Experts who will accept the invitation to participate and attend the consultation will be requested to participate in online discussions and exchange of available papers on journalism education. Participants will also be requested to comment on the Draft Consultation Concept Paper for inputs and enrichment. An e-group will be organized and moderated by UNESCO for this purpose.

2. Online Exhibit of Journalism Curricula

Participating educators will be requested to post and share with the e-group a copy of their existing curricula, preferably annotated.

B. Experts Consultation (14 – 16 December 2005) 1. Forum overview and adoption of proposed forum agenda

An overview of the consultation objectives, methodology, and expected

outputs. Also, consensus on proposed topic for discussion.

2. Panel discussions on selected issues and concerns The 2.5 days forum will be divided into plenary sessions and workshops. Each session will have a panel presentation to be followed by open forum. The tentative panel sessions are on the following: Philosophy of Journalism Education The Content and Process of Journalism Education Core Competencies of Journalism Graduates Journalism Educators and Students Impact of ICT on Journalism Education Journalism Schools-Media Partnership



3. Workshop on draft model journalism curriculum

A description of the basic elements or features of a model journalism

curriculum focusing on content and the teaching-learning process. Also, the requirements of journalism schools in developing countries will

be given emphasis.

4. Plenary on Work Agenda

A consensus on what needs to be done next to continuously refine, enrich, and test the feasibility and effectiveness of the proposed model journalism curriculum. The agenda may include regional, national and sub-national consultations, research, pilot testing, monitoring and evaluation, etc.

C. Post -Consultation Forum Activities ( 17 December – onwards) 1. Discussion with regional and national colleagues of forum participants

Participants are requested to present the draft model curriculum to colleagues for comments, suggestions and further enrichment. This can even be presented to journalists, journalism students, and other stakeholders.

2. Online discussion and exchange among forum participants and revision, if

need be

Online reporting of the results of discussions with colleagues and other stakeholders and integration of appropriate proposals to the draft curriculum.

3. Pilot testing of model curriculum in selected schools and documentation

of experiences

Some participants may opt to pilot test the proposed model curriculum to their schools or encourage other schools to do so. The participating pilot schools will be requested to document the process and monitor indicative effects of the changes.

V. Date and Venue of Consultation The consultative meeting will be held on 14-16 December 2005 at UNESCO Headquarters in Paris.



Appendix B Experts Consultative Meeting on Journalism Education 14 - 16 December 2005 UNESCO Paris Agenda DAY ONE: WEDNESDAY, 14 DECEMBER 2005 09.00 - 09.15 Welcome Remarks

Dr. Abdul Waheed Khan, UNESCO Assistant Director General for Communication & Information

09.16 - 09.30 Introduction of Participants/Experts 09.31 – 10.00 Overview of the Meeting

Speaker: Mr. W. Jayaweera, Director of Communication for Development Division, UNESCO An orientation on the rationale and objectives of the consultative meeting as convened by UNESCO. Also, the assumptions or parameters of the meeting. It will also include consultation methodologies, coverage and the expected deliverables or outputs.

10.01 – 10.15 Tea Break Module One: The Context of Journalism Education 10.16 – 11:30 The Rationale and Relevance of Journalism Education

Today

Presentor: N. Ram, Editor in Chief, The Hindu Facilitator: Mogens Schmidt, Director of Freedom of Expression Division, UNESCO The session will define the context of the meeting. Recalling the essence of journalism as a discipline of verification, the presentor will delve on what journalism education should be today particularly in developing countries and emerging democracies. Also, he will comment on the qualities of



journalism graduates-do they meet industry requirements? Finally, his recommendations on the core components of the envisioned basic journalism curricula.

This will be followed by a discussion on the viewpoints and

recommendations made by the presentor. Participants (experts) will share their own insights on issues and concerns raised and identify other concerns relevant to the crafting of a model journalism curricula.

11.31 – 12.30 Issues and Challenges in Building Role Perception for

Journalists in Developing Countries and Emerging Democracies

Presentor: Prof. Michael Cobden, University of King’s

College, Halifax, Canada Facilitator: Prof. Kaarle Nordenstreng Still part of the “context” of journalism education, the

presentation and group discussion will focus on desired role for incoming journalists in a developing country or emerging democracy setting and how journalism education can prepare young journalists for these expectations. Also to be examined are other issues and concerns in the media environment and broader socio-economic and political setting which affect journalism education.

12.31 – 14.00 Lunch Break Module Two: Journalism Education Curricula 14.01 – 15.00 The Content of Basic Journalism Curricula in

Developing Countries and Emerging Democracies Presentor: Prof. Guy Berger, Head, School of Journalism & Media Studies, Rhodes University, South Africa Facilitator: Prof. Magda Abu-Fadil, Director of the Institute for Professional Journalists, Lebanese American University, Beirut The essence of the three-day consultation is a discussion on what goes into the envisioned model journalism curricula. The presentation and group discussion will focus on the aims of journalism education and the general education and professional (journalism) courses/subjects which should be included. There are other relevant issues to discuss such as



how arts and social sciences contribute to journalism practice (education), how to inculcate critical thinking, making assessments, among others.

15.01 – 15.15 Tea Break

15.16 – 16.30 Teaching-Learning Process in Journalism Education (Instructional Design Using the Conventional and Online Delivery Systems)

Presentors: Prof. Gordon Stuart Adam, Fellow, Poynter Institute for Media Studies (for conventional learning delivery system) and Prof. Ronsetal Calmon Alves, Director of the Knight Center for Journalism in the Americas, University of Texas at Austin (for online learning delivery system)

Facilitator: Dr. George Thottam, Professor, Iona College, New York

The curriculum is not limited to a listing of courses and

subjects. Among others, it includes the teaching-learning process which is the focus of this session. The presentation and group discussion shall focus on teaching/learning practices using the conventional (classroom) and online delivery systems; the effectiveness of apprenticeship work; how journalism schools can work with other disciplines; initial lessons and experiences in using online in journalism teaching; some requirements in going online teaching/learning; and facilities and other resources.

17.00 Reception hosted by UNESCO ADG A.W. Khan DAY TWO: THURSDAY, 15 DECEMBER 2005 09.00 – 10.00 Journalism Educators: Competencies & Experiences Presentor: Prof. Hans Henrik Holm, Head of Department,

Danish School of Journalism Facilitator: Prof. Frank Morgan Teachers are among the most important inputs in a

curriculum. This session’s presentation followed by group discussion will take a look at the qualifications (competencies and experiences) of journalism educators. It may revisit issues such as practitioners as teachers (and



vice versa), is there a need for apprenticeship program for teachers? How relevant is graduate programme for journalism educators?

10.01 – 10.15 Workshop I Guidelines Objectives, deliverables, and mechanics of Workshop I:

Core Components of Model Journalism Curricula. 10.16 – 10.30 Tea Break 10.31 – 12.00 Workshop I

Core Components of Model Journalism Curricula The experts are divided into three groups. Each group

discusses the aims of journalism education and is requested to list down and describe proposed courses/subjects for any of the following categories: General Education Courses (Group A), Core Journalism Courses (Group B) and Elective Journalism Courses (Group C).

The workshop groups may also discuss teaching-learning

process, learning resources (e.g. reading materials and references), research requirements, among others.

Group A: Prof. I. Richards (Facilitator), Prof. Divina Frau-

Meigs, Prof. Kaarle Nordenstreng, Mr. N. Ram, Dr. George Thottam and Mr. Ognian Zlatev

Group B: Prof. G.S. Adam (Facilitator), Mr. Mahmoud Abdulhadi, Dr. I. Banerjee, Prof. Michael Cobden, and Prof. Hans-Henrik Holm Group C: Prof. G. Berger (Facilitator), Prof. Magda Abu-Fadil, Prof. Rosental Calmon Alves, Prof. F. Morgan, and Prof. Jamal Eddine Naji

12.01– 13.30 Lunch Break 13.31 – 18.00 Workshop I (continuation)

Core Components of Model Journalism Curricula (With Tea Break at 15.00-15.15) DAY THREE: FRIDAY, 16 DECEMBER 2005



09.00 – 12.00 Plenary Presentation and Discussion Workshop I Outputs

Moderator: Mr. Ognian Zlatev, Managing Director, Media

Development Centre, Bulgaria Each workshop group is given 30 minutes to present their

outputs. An open forum (discussion) will immediately follow each presentation to validate and enrich the outputs. The plenary session moderator shall synthesize the highlights of the discussion and the recommendations made by the workshop groups.

(With Tea Break at 10.30 – 10.45) 12.31 – 13.30 Lunch Break Module Three: Plans and Programmes for Journalism Education Curricula 13.31– 14.00 Centers of Excellence (COE) in Journalism Education Presentor: Facilitator: Prof. J. Naji, Institut Superieur del’ Information et

de la Communication, Rabat, Morocco

A Center of Excellence is a recognition bestowed upon a journalism academic or training institution which has consistently pursued international standards of quality and excellence in the planning and management of degree and non-degree journalism courses.

14.01– 14.15 Workshop II Guidelines Objectives, mechanics, and deliverables of Workshop II: Planning Workshop for 2006 & Beyond 14.16 - 15.00 Workshop II

Planning Workshop for 2006 & Beyond

Proposed work agenda for follow-up actions in terms of: Basic Curricula (Group A), Centers of Excellence (Group B) and Online Learning Delivery System (Group C).



Group A: Dr. I. Banerjee (Facilitator), Prof. Magda Abu-Fadil, Prof. Gordon Stuart Adam, Prof. G. Berger, Prof. Michael Cobden, and Mr. N. Ram

Group B: Prof. I. Richards (Facilitator), Prof. H.H. Holm, Prof. Divina Frau-Meigs, Prof. Kaarle Nordenstreng and Mr. Ognian Zlatev Group C: Prof. R. Alves (Facilitator), Mr. Mahmoud Abdulhadi, Prof Frank Morgan, Prof. J. Naji, and Dr. George Thottam

15.01 – 15.15 Tea Break 15.15 - 15.45 Plenary Presentation and Discussion

Consultative Meeting Recommendations

Moderators: Prof. Divina Frai-Meigs, Professor, University of Paris Sorbone and Dr. I. Banerjee, Secretary-General, AMIC

Each workshop group is given 8 minutes to present their

outputs. An open forum (discussion) will follow after all group presentation has been made. The plenary session moderator shall synthesize the highlights of the discussion and the recommendations made by the workshop groups.

15.46– 16.00 Closing Programme Closing Remarks

Dr. Abdul Waheed Khan, UNESCO Assistant Director General for Communication & Information

Appendix C



Appendix D Experts Consultative Meeting on Journalism Education List of Invited Participants Mr. Mahmoud Abdulhadi Director Aljazeera Media Training and Development Centre P.O. BOX 23134 Doha QATAR Fax: + 974 4662959 Mahmoud Abdul hadi [[email protected]] Prof. Magda Abu-Fadil Director, Institute for Professional Journalists Lebanese American University Lebanon PO Box 13-5053, Chouran, Beirut Lebanon Tel No. +961 1786456 x 1273 Fax + 961 1 867098 E-mail: [email protected] Prof. Gordon Stuart Adam Journalism Scholarship Fellow The Poynter Institute for Media Studies 801 Third St. S. St. Petersburg, Florida 33701 USA Phone: 727-821-9400 x 208. Cell: 727-742-9787) Email: [email protected] Prof. Rosental Calmon Alves Knight Chair in Journalism & UNESCO Chair in Communication Director, Knight Center for Journalism in the Americas University of Texas at Austin School of Journalism Austin, Texas 78712 [email protected] Dr. Indrajit Banerjee Secretary-General Asian Media Information and Communication Centre (AMIC) Jurong Point P.O. Box 360 SINGAPORE 916412 Tel: (65) 6792 7570







Fax: (65) 6792 7129 Email: [email protected] Web: http://www.amic.org.sg Prof. Guy Berger Head of School of Journalism & Media Studies Rhodes University, Grahamstown, South Africa, 6140 tel. 046 603 8336/7; fax 046 622 8447, Cell. 082 801 1405 [email protected] http://journ.ru.ac.za/staff/guy Prof. Michael Cobden Home address 6220 Cedar Street, Halifax, NS Canada B3H 2J9 Phone: 902-422-5668,University address: University of King's College, Halifax, NS, Canada B3H 2A1 Phone: 902-422-1271 ext 185 Mobile phone (but prefer home phone): 902-449-7449 [email protected] Prof. Hans-Henrik Holm Jean Monnet Professor, Head of Department Danish School of Journalism Olof Palmes Alle 11 DK 8200 Aarhus N, Denmark phone direct: +4589440321;fax: +4586161811; E-mail: [email protected] Prof. Divina Frau-Meigs Sorbonne University Paris, France E-mail: [email protected] Prof Frank Morgan President, JourNet Global Network for Professional Education in Journalism and Media School of Design, Communication & IT The University of Newcastle, 2308 AUSTRALIA tel: +61+2+4921 6639 fax: +61+2+4921 6944 e-mail: [email protected] Prof. Jamal Eddine Naji Faculty of Science of Education University of Mohammed V Reduction-Souissi, Morocco E-mail: [email protected]


http://www.amic.org.sg


http://journ.ru.ac.za/staff/guy








Dr. Kaarle Nordenstreng E-mail address: [email protected] Mr. N. Ram Editor in Chief , The Hindu E-mail: [email protected] [email protected] Prof. Ian Richards Director, Postgraduate Journalism Program Chair, UniSA Human Research Ethics Committee Editor, Australian Journalism Review Division of Education, Arts and Social Sciences University of South Australia St. Bernards Road, Magill South Australia 5072 Tel. No. + 61 8 8302 4526 Fax + 61 8 830 24745 E-mail: [email protected] Dr. George Thottam Professor Iona College New Rochelle, NY 10801, USA Past president, Association of Schools of Journalism and Mass Communication E-mail address: [email protected] Mr. Ognian Zlatev Managing Director Media Development Center 6 Triaditsa St. Sofia 1000 Bulgaria Tel/fax: (359 2) 988 9265 Cell phone: (359 88) 8759 774 E-mail: [email protected] www.mediacenterbg.org Mr. Ramon Tuazon, Consultant, UNESCO and Vice President ASIAN INSTITUTE OF JOURNALISM AND COMMUNICATION Unit 902 Annapolis Wilshire Plaza 11 Annapolis St., Greenhills, San Juan, Metro Manila Tel.724-4604, 724-4564, 725-4227; Telefax: 724-4604 E-mail: [email protected] or [email protected]







http://www.mediacenterbg.org





Mr. Abdul Waheed Khan Assistant Director General for Communication and Information UNESCO 1, rue Miollis, Paris 75732 France E-Mail: [email protected] Phone Work:+ 33.1 45 68 43 20 Fax: + 33.1 45 68 55 81 Mr. Mogens Schmidt Deputy Assistant Director-General for Communication and Information UNESCO 1, rue Miollis, Paris 75732 France E-Mail: [email protected] Phone Work: 33.1 45 68 42 03 Fax: + 33.1 45 68 55 84 Wijayananda Jayaweera Director Communication Development Division UNESCO 1, rue Miollis, Paris 75732 France E-Mail: [email protected] Phone Work: +33.1 45 68 41 98 Fax: + 33.1 45 68 55 85 Hara Prasad Padhy Programme Specialist UNESCO 1, rue Miollis, Paris 75732 France E-Mail: [email protected] Phone Work: +33.1 45 68 44 55 Fax: + 33.1 45 68 55 85







Appendix E Consultative Meeting Overview W. Jayaweera Director, UNESCO Division for Communication Development UNESCO Programme 33C/5 • Main Line of Action: Training information and media Professionals and

strengthening related institutions • Expected Results: Institutional and professional capacity of communication

training institutes enhanced Performance Indicators • Performance Indicators:

– High Quality training programmes offered by select regional centres – Media Trainers trained at regional training institutions – Training Institutions using media training materials, open courseware on

journalism and a model curricula Objectives • Examine the context of journalism education curriculum development in terms

of the media environment and the broader political, economic, socio-cultural and technology developments;

• Draft a model curricula for diploma and undergraduate programmes in journalism for developing countries and emerging democracies;

• Propose criteria and processes in selecting Centers of Excellence in Journalism Training and Education; and

• Examine the potentials and requirements of using online delivery system in journalism education

Proposed Parameters Curriculum is broadly defined to include – Aims and goals, – Subject matters (courses), – Teaching-learning processes, – Learning resources (materials), – Evaluation (assessment) approaches.

• The curricula to be developed are for developing countries and emerging democracies

• The model curricula are for – Diploma programme and – Undergraduate programmes in journalism.



Proposed Parameters • The envisioned undergraduate curricula shall consist of proposed: – General education courses and – Professional (journalism) courses.

• The professional (journalism) courses are categorized as: – Core courses/subjects or – Elective courses/subjects.

Proposed Parameters • The envisioned curricula must include – Broad statement of aims of journalism education; – Listing and general description of core and elective courses. – Of value added would be teaching-learning processes; – list of basic learning materials, e.g., books and other references; and – qualifications of students and teachers.

Proposed Parameters • The outputs of this consultative meeting are not final; • Consultations, follow-up evaluation workshops, field testing, etc. may be

needed similar to UNESCO’s experience in the Africa Model Communication Curricula

Meeting Methodology • Orientation by meeting convenors • Presentations • Discussions • Workshops (with Plenary Presentations and Discussions) • Core Components of a Model Journalism Curriculum • Planning Workshop for 2006 & Beyond Expected Outputs (Deliverables) Basic Journalism Curricula for Diploma and Undergraduate Programmes • Statement of aims of journalism education • Core and elective courses (subjects) with brief descriptions • General education courses (subjects)



Expected Outputs (Deliverables) Concept of Centers of Excellence ( COEs) in Journalism Education & Training • Criteria in selecting COEs Journalism Education & Training • Selection procedures • Role of COEs in Journalism Education & Training Expected Outputs (Deliverables) Parameters for online learning delivery system in journalism education • Systems and procedures in using online delivery system for journalism • Requirements in adopting online delivery system for journalism • Existing available online learning resources for journalism Expected Outputs (Deliverables) Plans and programs for 2006 and Beyond • Model Journalism Curricula • Centers of Excellence in Journalism Education and Training • Online Learning Delivery System in Journalism Education Possible Applications of the Proposed Basic Journalism Curricula • A model curricula available for immediate adaption by schools which will offer

journalism programmes • A “standard” for setting up new programmes and in selecting future centers of

excellence in journalism education • A reference document for planning or introducing new courses or subjects in

existing curricula; • Benchmark for evaluating or reviewing existing journalism curricula; • A guide for polytechnic, vocational and other non-degree training institutions

offering journalism programmes. Thank you for your cooperation



Appendix F: The Rationale and Relevance of Journalism Education Today; N. Ram I. What is journalism about? In the face of declining public credibility, the rise of new technology, market pressures, and rapid socio-political change, the purpose, functions, and methods of journalism need fresh, critical study as rarely before. I. What is journalism about? `The Elements of Journalism’ Key Findings* *Kovach, Bill & Rosenstiel, Tom (2001 & 2003), The Elements of Journalism (Crown Publishers, USA & for The Guardian by Atlantic Books, UK). I. What is journalism about? Ìts primary purpose is to provide citizens with the information they need to be

free and self-governing.’ Ìts practitioners must maintain an independence from those they cover.’ Ìts essence is a discipline of verification.’ *Kovach, Bill & Rosenstiel, Tom (2001 & 2003), The Elements of Journalism (Crown Publishers, USA & for The Guardian by Atlantic Books, UK).

I. What is journalism about? Independent mass media representing diverse views and interests are vital to the functioning of democracy holding authorities and institutions to account the pursuit of public welfare the protection of people’s entitlements. Ref: the writings of Amartya Sen on the theme of entitlements, capabilities, and human functionings.



I. What is journalism about? Mass deprivation is encountered in various forms in less-developed countries. Informed, sustained, nuanced journalistic coverage can make a significant difference to responses to various forms of mass deprivation.* *See `Covering Deprivation’ in the Prospectus 2005-2006 of the Asian College of Journalism; and Ram, N. (1990),`An Independent Press and Anti hunger Strategies: The Indian Experience,’ The Political Economy of Hunger: Volume I: Entitlement and Well-Being, ed. Dreze, Jean & Sen, Amartya (Oxford: Clarendon Press). I. What is journalism about? Conceptually,* its functions or `roles’ include the Credible-informational Critical-investigative-analytical Educational Agenda-building Propaganda, i.e., `manufacture of consent’ *Ram, N. (2000), `The Great Indian Media Bazaar: Emerging Issues and Trends for the Future’ in India: Another Millennium? ed. Thapar, Romila (New Delhi: Viking, Penguin India Books). I. What is journalism about? `Panchsheel’ – five principles for socially relevant and ethical journalism*: Truth telling Freedom and independence Justice and fairness Humaneness Enhancing democracy and the social good *Adapted from Lambeth, Edmund B. (1986), Committed Journalism: an Ethic for the Profession (Bloomington: Indiana University Press). I. What is journalism about? Negative Impressions

• This `profession’ requires no formal qualification, no licence to practise, no enforceable code of conduct, no formal accountability structures.

• It has a reputation for superficiality and dilettantism.



• It is said to promote a confrontational style of politics and fuel public cynicism.

I. What is journalism about? It is afflicted by rampant commercialism, sensationalism, dumbing down and by inaccuracy, bias, conflict of interest, succumbing to market pressures,

abuse of power. In several cases, the media’s structural features make for concentration,

monopoly, and conglomeration – and work against diversity, and democratic and progressive values.

I. What is journalism about? Yet the positive functions, virtues, and valuable role of journalism in society

must be affirmed. They must be replenished, revived, or reinvented where necessary.

II. Are J-schools relevant? `The media can be no better than their practitioners.’ Historically, there’s been an assumption that journalism was to be learnt on the

job, not in a `bookish’ classroom (as in, `those who can’t, teach’). Journalism education, training, and research are a proven way to build

professional and intellectual capabilities.

III. Are J-schools relevant?

At their best, J-schools perform three sets of functions journalism education and training setting higher journalism standards for the media industry and promoting best

practice acting as incubators for original ideas and techniques. II. Are J-schools relevant? There is gloom in many `mature media markets’ over the future of newspapers

and even of news (as it exists today); and television has been through its traumas.

But several regions of the less-developed world and emerging democracies are growth areas for the press, television, radio, and, as elsewhere, the internet.

II. Are J-schools relevant? `2005 World Press Trends’* reveals that three-fourths of the world’s 100 top-

selling dailies are published in Asia. China, India, and Japan head the world’s daily circulation charts, followed by the United States and Germany.



Satellite television has taken off in South Asia and other parts of the less-developed world, and how!

*Published by the World Association of Newspapers at its Seoul Congress in May 2005. II. Are J-schools relevant? The growing demand for competent journalists from the media industry must be met with a regular crop of talented and qualified young women and men from a diversity of backgrounds. II. Are J-schools relevant? They must be educated and trained for journalism, preferably at the post-

graduate level. Journalism education benefits strongly from grounding in other disciplines. Overall, undergraduate J-school programmes don’t work (as India’s

experience suggests). II. Are J-schools relevant? In several developing countries and emerging democracies, women are

playing a steadily rising role in all media streams. Journalism education tends to facilitate and promote the feminization of

journalism, as the experience of the Asian College of Journalism (ACJ) suggests.

Feminization of ACJ Enrolment III. Capabilities & skills in demand Journalism graduates must have the professional and technical skills.

This is the first thing media industry recruiters look for and appreciate. III. Capabilities & skills in demand The basic skills relate to reporting, writing, interviewing, editing, production sourcing, rapid appraisal, quick research ability to `smell’ a story and get to its heart accuracy and verification deadline discipline word length or broadcast slot discipline presentational and design discipline ability to communicate with an `interlocking public’ in an accessible and

engaging manner.



III. Capabilities & skills in demand Journalism students must learn to do things on the wing, handle unfamiliar

subjects at relatively short notice. But the `critical thinking’ fostered by good J-schools should make them aware

of the limitations and infirmities of journalism as an intellectual field. III. Capabilities & skills in demand Most important, they must be enabled to develop `a store of…knowledge,’* general and domain their intellectual and analytical ability their commitment to freedom of expression and universal access to

information and knowledge their integrity and independence their social (or citizenly) commitment. *Cobden, Michael (2005), `A New Approach to Undergraduate Journalism Education,’ paper circulated for Experts Consultative Meeting on Journalism Education (UNESCO: Paris). Capabilities & skills in demand A good J-school programme must combine academic rigour with intensive practical work achieve a fine balance between education and training be strong in core courses offer streaming, specialisation, and a varied menu of electives. Capabilities & skills in demand Training is about skills. Education is about `something else.’ At times, the boundary is blurred. Thus (illustratively) Training Education Reporting Acquisition of knowledge, broad and

domain Writing, news and feature Methodology of research Editing Theories of journalism Interviewing, sourcing Functions or `roles’ Production Ethical values Camera techniques Historical perspectives Editing suites Societal, economic, and political

understanding Design Monitoring and critiquing the media



Computer Assisted Reporting Covering deprivation Investigative techniques Key issues (in journalism & for society) III. Capabilities & skills in demand The J-school curriculum must deal with the theory and practice of freedom of expression `reasonable’ or unreasonable restrictions that might operate on this freedom limitations on access to information and knowledge and to the media in the

less-developed world combining freedom of expression with social responsibility. III. Capabilities & skills in demand The curriculum must also offer students opportunities to reflect on the virtues of media diversity the need to broaden access in society to news, information, and knowledge structural issues that work against good journalism. IV. Seven Factors behind success Curriculum Faculty, full-time and adjunct Teaching philosophy and methods Admissions Infrastructure and facilities J-school-media industry linkages Placement IV. Seven Factors behind success It is important that a J-school’s faculty have a combination of media and

academic backgrounds – in fine balance. This is best delivered by a strong core of full-time faculty working with adjuncts

from the media, academia, and other specialised fields. V. Some practical issues Is an undergraduate journalism programme advisable? On the whole not,

although there may be exceptions. Duration of post-graduate programme: 12 or 18 or 24 months, which is best?

An extra six months to the typical one year programme could add real value. But cost and other practical considerations, especially an eagerness to start working, work against this.



V. Some practical issues Teaching methods: tutorial, highly interactive is best. Faculty-student ratio: 1:12 seems the magic number, 1:15 is all right but not

1:25. Every J-school student needs a faculty advisor or mentor. V. Some practical issues Internship may be useful, but busy professionals may give interns very little

time and guidance. Prolonged internship adds little value because a good J-school is expected to

provide the necessary professional media environment. Students are ready and eager to go to work as they finish J-school. VI. Problems and Challenges In many cases, high school and undergraduate education in the less-

developed world fails to deliver candidates with the necessary writing skills for J-schools to build on.

The problem seems accentuated where the writing is in English. Strategies for dealing with the problem should include intensive `bridging

courses’ to improve writing and editing skills for journalism. This should be done in advance, or in the early part, of a J-school programme.

VI. Problems and Challenges Plagiarism is a growing vice among journalism students – and journalists. `Clippings’ are a hoary hack resource. The internet-enabled electronic

equivalent tends to grow the vice – and makes it easier to detect.* *Ian Mayes, Readers’ Editor of The Guardian, remarks on plagiarism in

journalism with wit and insight. See his columns `My word’ (July 1, 2000), `Bond of trust’ (February 2, 2000), `The need for straight talking’ (July 8, 2002), and `Sounds familiar’ (September 3, 2005) at www.guardian.co.uk.

VI. Problems and Challenges Resourceful J-schools can put their money in plagiarism prevention and

detection software – tools like Turnitin or less expensive ones. By fostering a positive culture of intellectual honesty but also making students

aware of the risks and penalties, good J-Schools can act as effective plagiarism prevention systems set higher standards for the media industry in this area.

http://www.guardian.co.uk



VII. Model Curriculum A model curriculum can help bring or enhance coherence, structure, rigour,

and relevance to the way J-schools work. Such a curriculum must keep pace with change – within and outside the

industry Recognising and promoting Centres of Excellence in journalism education and

training is a winning idea. Relevant websites www.asianmedia.org www.thehindu.com

http://www.asianmedia.org

http://www.thehindu.com



Appendix G: Role of Journalism Michael Cobden The role of journalism What’s happening? Scrutinize the way power is exercised Advocate? Give pleasure Aid development Expose injustice, corruption Democracy brings … Media proliferation New challenges for journalists Need for education and training Journalism and democracy An inextricable link? Journalism in non-democratic countries Journalism in mature democracies: an irony Training needs Train the trainers Rural areas Management and marketing Ethical dilemmas IT advances How to help? An army of volunteers Leadership



Appendix H: Prof . Guy Burger King Content and the Journalism Curriculum Or : Content = a woman commoner elected as president? Content = means to an end

• Any answers?

• Wisdom in the washrooms (of the Africa Media Matrix) What sets the ends? Contents of “Content”

• Philosophy, definitions • Context: • Higher education, industry, globally… • Curriculum or curriculae? • The order of things • Core vs peripheries • Other knowledges • Conclusion ’n questions

1. Philosophy & definitions 1.1 Nature of the beast?

• Education or training? Qtns or answers? • Outcomes-based “products”? “Journos” – But, beware simple cause-effect – “Raw material issue”; students’ own-minds • What is journalism? – “no one size fits all … – “extent to which we have a reified conception is indicative of how

particular forms have become hegemonic” - LS • Possibility of the universal?

2. Context 2.1 Changing higher education

• Branded, commodities, sales, customers. • Numbers, niches, opportunism… • Have to cover all bases & tensions • Bigger issue is NOT industry-academy relations: but contribution to

society. – i.e. media not endpoint, but a means …



• Practical connection: USA 71% – But with what effect….? • “Those who had a journalism education tended to think it was not

necessary, whereas those who lacked it thought it would be worthwhile.” Johnstone et al (1976)

2.2 Historic dichotomy:

• Industry point of reference • Tension: “admin” vs “critical” journ ed.

2.3 Confounding the norm 2.4 Brave new world

• Orientation to a changing industry: – Do we lag, or pioneer? – Do we combat … or cuddle? – Do we serve, or transform? • More “media”; more “journalists” – Is investigative journ only thing left? (Markoff) • Globalisation & national mould (Hans Holm) • New technologies: (ain’t seen nothing) • Situ specific: Peace, Aids, EU, African Project, Religion, Poverty,

Languages… 3. Curriculum or curriculae? 3.1 Horses, courses, configs Different curriculae depending on:

• Diplomas (varying lengths) • Degrees • Post-grad programmes • Certificate courses • Online? • In-house, internships, on-the-job…

4. The order of things 4.1 Life is short: eat dessert first?

• Cobden, Fourie: research, analysis, general knowledge before technique

• G Stuart Adam: techniques, then depth techniques, then specialist knowledge for critique

• Which is the soup, which the pudding?



• Rhodes: Integrate where possible … though ackn stand-alone theory parts, more production-oriented components, some that are additive.

5. Cores vs peripheries 5.1 Theory: onions, not apples

• Cultural studies • Identity, Discourse, Representation • Media studies • Pol ecos, Law, Policy, Democracy (in various guises), History, Tech • Journalism studies • News, sources, ethics, genre, story telling, negotiation

5.2 Elementary and specialist

• Productivity: So little time, so much to do… • Nutrition: Substantial meal vs smorgasboard. • Writing – what is it? Thinking? Reporting? – Generic versus medium-specific? – Bridge to academic courses? • Research – what is it? – Bridge to academic courses? • Package as a whole: compulsory vs elective…

5.3 Unesco African (UG degree): Year 1: Core

• Mass com intro • Mass media history • African comms • Use of language • Writing for mass media • Computer literacy

5.4 Unesco African (UG degree): Year 1: Elective

• Economics • Afn history • Philosophy of science • Intro to Pol Sci • Intro to Psych




• Intro to print journ • Intro to broadcast • Intro to PR • Intro to Ads • Intro to book publish • Intro to Photojrn • Intro media manage

• News reporting 5.6 Unesco African (UG degree): Year 2: Elective

• Stats • Layout • Announcing • Radio news • Bdcast studios • Intro to marketing • Writing for PR • History of Photography • Fundamentals photo


• Devt comms • Advance research • Policies and law • Consultancy • Internat comms • Ethics • Advanced reporting

5.8 Interrogating it

• Unclear what impact was • Assumption of uniform curriculum • Rationale for core and elective - silence • Logic, weighting & structure unclear • Lacks rubric like RU (past) themes



• 1st year: consumption • 2nd year: production • 3rd year: contexts • So, what’s practical? – Answer: questions, not answers!

6. Other knowledges 6.1 Orientations

• Specifics – – Numeracy? Computers? What level? – History, geography? • Generic – – General knowledge – “store”, but.. • “not learn more facts, but identify gaps and know how to research them.” • ‘Give a journo a fact and feed her for one story. Teach her how to

discover, and she has a career…” - GA

6.2 Other

– Logic? – Creativity? – Critical thinking? – Entrepreneurialism? – Negotiation and leadership? – Other subjects – how much time? (US 66%) – Can we apriori prescribe some combinations?

6.3 “Cross-field” outcomes

• identify and solve problems; • work in a team; • organise and manage themselves; • collect, analyse and evaluate information; • communicate effectively; • use science and technology; • recognise problem-solving contexts; • reflect on effective learning strategies; • participate as a responsible citizen; • be culturally and aesthetically sensitive.



7. Conclusion – the questions Challenge: how to be effective?

• Ed & Trn won’t change the bigger picture • But it can try to help… • So what works best? • How do we assess it?

Keeping perspective Summing up: checklist of qtns

• Education? Journalism? Universal? • Context: • Changing higher education; our impact? • Industry vs academy - a false dichotomy? • Situation specific needs & imperatives. • Changing world: global-local tech; lag/lead/etc? • Note different horses & courses = curriculae • A “right” sequence? Integration? • Theoretical knowledges (cstuds, mstuds, jstuds)? • General, foundational, cross field?

Thank you



Appendix I: Pedagogical Processes for Student Learning in Journalism Education: Online Delivery Systems Professor Rosental Calmon Alves Knight Chair in Journalism & UNESCO Chair in Communication Director, Knight Center for Journalism in the Americas University of Texas at Austin Embracing Technology

• The impact of the Internet on journalism in the last decade has been revolutionary in many aspects.

• But we are just scratching the surface of the new mediascape that is under construction.

• Journalism educators share the same anxieties of the news industry in these times of uncertainties.

• Similarly to the industry, journalism education should embrace technology and be open to experiment with it, establishing new spaces for creativity and innovation in academia.

The Internet Generation

• The upcoming generations of journalism students have been raised in a database-based society that in some degree has offered them access to Internet, mobile phones, videogames, computers, digital cameras, etc.

• They are eager to take advantage of those technologically rich new spaces for creativity and innovation in academia.

• This is a revolution and these students are coming to transform journalism, hopefully keeping the fundamental elements built by previous generations that are so important to democracy.

• To offer a Gutenbergian or analogical environment to this generation is to waste a great opportunity.

The Digital Inclusion

• Is the digital divide an impediment for journalism education to embrace new technologies?

• Yes and no. • Yes, the divide means that there are regions without access to ICTs or

with very limited access, but even there we should push the envelope with creativity and innovation.

• No, the digital divide should not make us underestimate the potential of developing countries to take the best from even the most limited or reduced technological resources available.

• The digital inclusion starts here – taking advantage of all technical resources available, even where they are scarce, to improve journalism education.



Online Journalism/Education

• There are at least two dimensions to the impact technology should have on a journalism curriculum right now, regardless if it is for the rich or the poor countries:

• The first is the inclusion of at least one core course on the Fundamentals of Digital Journalism (Online Journalism, Internet Journalism or whatever name it takes.)

• The second is the active utilization of the digital technologies to improve traditional pedagogical processes for student learning.

• Those tools vary from multimedia publishing projects to the creation of online-based distance learning systems.

Online Delivery Systems

• The Internet opened many opportunities for online delivery systems in journalism education, such as:

• Self-directed, interactive courses online that can be developed and used in combination with regular classes or not (examples from www.NewsU.org ).

• Videoconference courses, where more than one class can meet with different classes from other campuses online.

• Online courses that take advantage of an asynchronous method through multimedia resources, such as video, PowerPoint presentations, interactive exercises and quizzes, etc (examples from the Knight Center for Journalism in the Americas).

The Knight Center Experience

• A modest and experimental distance learning program has been created in late 2003 by the Knight Center for Journalism in the Americas at the University of Texas at Austin

• After analyzing existing, proprietary software programs, we opted for an open-source, free program called Moodle, generously created by an Australian developer.

• In two years, 250 journalists (including some journalism students and professors) from Latin America and the Caribbean have completed the Knight Center courses.

• It has been proven an effective tool for training, much more economical than traditional mid-career programs that involve high costs through items such as travel, lodging, equipment and locale.

Knight Center Online Courses

• Courses range from 4-6 weeks in length with an average of 15 to 20 students.

• Classes are offered in English, Spanish or Portuguese • Courses we have offered have included: – Computer-assisted Reporting

http://www.NewsU.org



– Mathematics for Journalists – Newsroom Management – The Coverage of Armed Conflicts – Reporting on Public Administration • All of our courses include video, text lectures, PowerPoint

presentations, online quizzes and exams, group activities such as discussion forums and chats.

Effective Online Course Techniques

• We have experimented with various techniques in search of learning effectiveness among students, but also to test how much we could offer to countries with limited ICTs.

• Examples of the techniques: • Lecture in video, together with synchronous PowerPoint • Discussion and chat options for students to converse on lecture

materials at any point during the course • Interactive quizzes that allow the students to test their knowledge and

get immediate feedback • A system to follow participation and completion of class activity • Student Lounge area that allows the students to gather and discuss

non-class material and network Students evaluation

• Based on analysis of most current course evaluations collected (N=82): • The objectives of the course were clear: 77% strongly agreed, 22%

agreed. • The courses were well organized and structured: 63% strongly agreed,

35% agreed. • Overall, the structure of the site was user-friendly and clear to navigate.

(5-item scale): 56% strongly agreed, 39% agreed. • Overall, the quality of the instruction: 74% excellent, 24% good.

Alumni Evaluation

• Two years later, alumni responded positively: • They found the course increased their job satisfaction; • They were able to implement certain techniques in their newsroom

because of the course; • They would recommend their colleagues to take a course with the Knight

Center in the future; • They are seeking more opportunities for additional training, and many

enjoyed the online learning experience. Alumni Testimony

• Two exemples of testimony on course The Role of the Editor (taught in English):



• "I had not been a manager before I took the course, but was promoted afterwards. The course gave me insight into how to manage diverse skill sets among my staff, as well as personalities and responsibilities.“

• “The course made me think more about my job, the people I work with

and how I deal with them. It also made me see that other people around the world face the same problems I do and that we could exchange ideas about how to solve them - or just how to accept them.”

Instructors Evaluation

• The instructors are satisfied with the Moodle platform: – Easy to navigate and has the tools and resources they needed to teach; – Students have easy access to an archive of the course material; – The variety of test options available in the system; – The ability of the system to allow students from different regions to

converse with each other; • They enjoyed meeting students from other regions, but did regret they

are not able to meet them in person at least once; • About possible improvements, they ask for ways to encourage more

discussions and interactions; and a way for the instructors to save feedback drafts.

• They have kept in touch with some of students via email, months after the course;

Instructors’ Testimony

• “At first, I was concerned that impersonal aspects of the online experience would interfere with learning and communication but that didn't happen. In fact, some students have communicated more with me in this course than in my "regular" feature writing course!”

• “The advantages are obvious: students come together from different

regions, the times are flexible, the reference material is more in depth and larger (then normally used in workshops).”

Conclusion

• Distance learning through the Internet can help improve journalism education, even in countries victimized by the digital divide.

• Even in developing countries, journalism educators should pay attention to the opportunities offered by technology to enhance and extend the teaching-learning experience.

• Open source software programs, such as Moodle, can be as effective as proprietary, expensive programs.

• Online courses can be combined with traditional teaching-learning processes and not necessarily replace them.

• If traditional journalism is moving to online so fast, why journalism education should not follow?



Appendix J: Journalism Educators: Competencies and Experience By Hans-Henrik Holm What type of educators? • Teachers • Researchers • Practioners The case for all three • We need educators that are good teachers, do top level research, and have

long practical experience in practical journalism • These people need to teach all of our courses • Teaching is research based The case for all three • The students are happy • Research money flows in • The standing of the institution is high • The respect from the media is high The case for all three

•Dream on! The reality check • We have good teachers, good researchers and good practioners, but rarely

are they one and the same. • Surveys show that 47 pct of USA journalism teachers have less than ten years

of experience • 17 pct have no experience at all • In Denmark 15 pct have no experience • Journalism educators have status problems Two (three) cultures • Dominant culture is: media studies, communication, journalism, culture studies • What is the dominant culture?

A research culture An education culture A praxis culture

Determines: Status, pay scale, promotion The constraints • The structure: (legal) job requirements



Ph.D./ journalist/mass communication Nationals/language Gender Geography Salary

The compromise • Accept that all three jobs are equally important • Create groups of educators around classes with all three involved • Focus on student competencies:

praxis analysis communicating the explanations

Conclusion • Journalism education is about journalism • “the fostering of employability requires the development of students’ creative

intellectual, analytical and research skills”, QAA 2001.



Appendix K: Centres of Excellence N Ram I. Concept of CEJETs* It is to help create a global network or ensemble of UNESCO-recognised J-Schools/Departments with a proven track record of… *Centres of Excellence in Journalism Education and Training: after CETLs, i.e., Centres of Excellence in Teaching and Learning, in the U.K. 1. Concept of CEJETs …with a proven track record of excellence in teaching journalism for different media streams and areas, or in

one chosen stream or area `benchmarking,’ that is, defining standards of excellence in journalism

education and training for a country or region 1. Concept of CEJETs …with a proven track record of being J-schools of choice for aspiring professional journalists in a country or

region helping set and upgrade journalism standards in the larger media environment. I. Concept of CEJETs Centres of Excellence in Journalism Education and Training (CEJET) are the

counterparts of the best `professional’ schools, for example, in the law, medicine, engineering, management, the performing arts, sports.

Like those institutions of focussed excellence, CEJETs must be recognised by both profession and industry as among the very best in the field.

I. Concept of CEJETs CEJETs must be not sequestered campuses but in the middle of it all. They must be allowed to define their own areas of excellence. In a minority of cases, CEJETs may specialise if they wish, for example in

business or investigative or analytic or long form or sports journalism. 2. Rationale for CEJETs To recognise CEJETs is (as in the case of CETLs in the U.K.) to reward

excellence in teaching and learning practice and outcomes.



To establish a network of CEJETs is to help create conditions for further investment in such practice and outcomes, thus benefitting students, teachers, and institutions in less-developed countries and emerging democracies.

CEJETs can be key players in a strategy to promote freedom of expression and movement towards universal access to information and knowledge through journalism education and training.

2. Rationale for CEJETs CEJETs can become nodal centres to spread this message: high quality in

journalism education and training should be and can be made more accessible.

They can, to an extent, be training grounds for excellent teaching and learning practice.

3. Responsibilities of CEJETs CEJETs must be expected to perform, over a reasonable period of time, three sets of functions journalism education and training of consistent quality, and, where feasible,

original media-related research setting higher journalism standards for the media industry and promoting best

practice acting as incubators for original ideas and techniques. 3. Responsibilities of CEJETs A CEJET programme must combine academic rigour with intensive practical work achieve a fine balance between education and training be strong in core courses offer streaming, specialisation, and a varied menu of electives.* *There may be valuable exceptions, for example, CEJETS specialising in, or focussing on, one area. 3. Responsibilities of CEJETs A CEJET programme must offer students and faculty opportunities to reflect on such critical issues as the theory and practice of freedom of expression limitations on access to information and knowledge and to the media in the

less-developed world combining freedom of expression with social responsibility the virtues of media diversity the need to broaden access in society to news, information, and knowledge structural trends and issues in the media that work against good journalism.



3. Responsibilities of CEJETs Mass deprivation is encountered in various forms in less-developed countries;

and significant levels of deprivation are encountered elsewhere. Informed, sustained, nuanced journalistic coverage can make a significant

difference to responses to various forms of mass deprivation.* CEJETs can pioneer new and interesting ways of mainstreaming such coverage by integrating `Covering Deprivation’ in the journalism curriculum. *See `Covering Deprivation’ in the Prospectus 2005-2006 of the Asian College of Journalism; and Ram, N. (1990),`An Independent Press and Anti hunger Strategies:The Indian Experience,’ The Political Economy of Hunger: Volume I: Entitlement and Well-Being, ed. Dreze, Jean & Sen, Amartya (Oxford: Clarendon Press). 3. Responsibilities of CEJETs Wherever feasible, CEJETS must undertake such professional and intellectual

activities as publishing journalism reviews and journals, giving professional awards, instituting public lecture series, media monitoring, and developing codes of practice.

4. Criteria for Selecting CEJETs The criteria and indicators can be derived from the concept, rationale, and responsibilities of potential CEJETs. The key factors behind excellence must be understood as Curriculum Faculty, full-time and adjunct Teaching philosophy and methods Admissions Infrastructure and facilities J-school-media industry linkages Placement. 5. Evaluation and Selection An independent assessment panel of, say, six persons including academics,

journalists, and persons from non-media fields can do the job. The panel must be given clear and precise terms of reference. The evaluation and selection process must be quick, transparent, and non-

bureaucratic. Assessment of CEJETs must be continuous. 6. Rewards and Benefits for CEJETs The essence of UNESCO designation of Centres of Excellence in Journalism

Education and Training is moral recognition of work in a field of strategic importance.



Such moral recognition can – if the media industry, universities, governments, and other players respond well – help create congenial conditions for further investment in existing CEJETs and new investment in creating more CEJETs.

6. Rewards and Benefits for CEJETs In a few or some cases, UNESCO and its partners can consider funding

assistance to build capabilities in CEJETs or potential CEJETS – if, in UNESCO’s assessment, such assistance is likely to help in the strategic task of promoting freedom of expression and universal access.

6. Rewards and Benefits for CEJETs In considering such material assistance, UNESCO can adopt as a priority helping CEJETs or potential CEJETs develop their libraries, academic

resources, data bases, and connectivity helping provision scholarships in CEJETs for talented students from socially

and educationally disadvantaged backgrounds, including women in countries or regions where they are severely under-represented in journalism.

6. Rewards and Benefits for CEJETs UNESCO and its partners can consider financial or other forms of material

assistance to help CEJETs undertake focussed research programmes relating to the media and society.

Appendix L: A Draft preamble: Prepared by M. Cobden and S. Adam A good journalist has the intellectual ability to understand and report on unfamiliar situations quickly, accurately and imaginatively. Journalism takes



energy, determination, courage and curiosity; it takes general knowledge and the skills of critical thinking; and it takes creativity, including the ability to write well. All of this is true whether a story is a major political development, a lengthy narrative, a brief item, or a short human-interest feature. It is true whether the story is prepared for the biggest or smallest newspaper, magazine or broadcast outlet in the country. Every day, everywhere, on every story, journalism is a challenging and taxing craft. A journalism education should teach apprentice journalists how to recognize news and how to conduct journalistic research. It should teach them how to ask questions, how to find out information on computers and in complex documents, and how to locate a story in a complex field of fact and opinion. It should teach them how to write for newspapers and magazines, radio and television, and on-line websites, and how to edit. To do this well, journalism educators need to recognize and incorporate into the curriculum an understanding that the practice of journalism rests on intellectual foundations. Journalists need to know how to think logically and efficiently so that they can analyze, synthesize and evaluate information, and they must be able to write correctly, precisely and imaginatively. A good education for journalism, therefore, rests on foundations provided by a rich general education in the arts, social sciences, and sciences. With such foundations and good training, journalism students should be ready to take on a job that is of fundamental importance to democracy and development in every country.

experts consultative meeting on journalism education ...experts consultative meeting on journalism...

Documents