"Professional networking of African journalism educators is a complex matter for reasons related to the fragmentary identity and fragile resource base of this constituency. African journalism educators thus share many characteristics which ironically dilute the sense of a clear and common identity t
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hat could facilitate networking as a community. The prospects for building a social network amongst this constituency can be analysed in terms of theories of social capital and a review of various experiences. The results suggest that “bridging” to external constituencies with resources is the most fertile method of community creation, and this driver is central to building social capital via enhanced relationships in the African journalism education sector." (Abstract)
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"This chapter examines whether training Turkish journalists using online training modules offered by the BBC, increased their awareness of ethical editorial issues. It also discusses the potential, as well as the obstacles, for establishing more democratic forms of journalism. The chapter begins by
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providing context to the discussion of journalism training by exploring the outline features of the media system and professionalization in the Turkish setting [...] Ethical guidelines may not be a magical solution in themselves, since political culture and political economic structure are important, but at least they can encourage debate and increase journalists' self-awareness. It is difficult to assess what the specific short-term impact of the project has been, but it is possible to say that the process in which I participated reminded me once again how important it is to be self-reflectiv.e and also to analyze our working principles and practices." (Pages 112-128)
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"This report is the evaluation of the project “Strengthening Somali media capacity for democracy and human rights” implemented by the National Union of Somali Journalists (NUSOJ), from September 2008 to August 2010. The project budget was US$180,000. The project aimed at strengthening the capaci
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ty of the Somali media to “implement the principles and practices of democracy and respect for human rights”, by providing professional training to Somali journalists across the country, focusing on ethics and good journalistic practices, and holding workshops on good governance and human rights." (Abstract)
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"Between 2005–2011, the New Zealand Tertiary Education Consortium (NZTEC) was contracted to the Ministry of Higher Education (MOHE) in the Sultanate of Oman. This long-term, long-distance off-shore education contract committed four New Zealand universities to providing degrees in four discipline a
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reas (as well as English language support) within the Omani Colleges of Applied Science. As part of this process, AUT University’s Bachelor of Communication Studies was redeveloped for delivery in Oman. This case study will focus on the Journalism major and in particular the nature of the courses within this major, the difficulties encountered in re-developing them and the challenge of delivering them under these particular circumstances in this particular time frame. The wider picture of the type of journalism practised in Oman; what is expected of—or indeed possible for—journalists in that society; and journalism as a force for democracy in Arab countries will also be briefly discussed." (Abstract)
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"During this period of rapid and significant change in journalistic practices, journalism educators are re-examining their own profession and contributing to the invention of new models and practices. This edited volume of studies by respected international scholars describes the diverse issues jour
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nalism educators are grappling with and the changes they are making in purpose and practice. The book is organized into three sections -- education, training and employment - that explore common themes:
" How the assumptions embedded in journalism education are being examined and revised in the light of transformative changes in communication;
" How the definitions of journalism and journalists are broadening in scope and what this means for educators;
" How newsrooms and training programs around the world are being re-examined and made more effective." (Publisher description)
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"In April 2006, the World Federation of Science Journalists (WFSJ) embarked on a three-year journey in peer to peer mentoring. Through Project SjCOOP (Science journalism COOPeration), 16 experienced science journalists from 15 African, Arab, European and North American countries became companions to
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sixty of their colleagues in 33 African and Arab countries for two years. It was essentially a mentoring project at a distance, across multiple cultures, across countries and continents. The SjCOOP project led to the creation of seven associations of science journalists and made African and Arab science journalists true partners in the international community of science journalism. In this guidebook, Kathryn O’Hara, who gave the initial training in mentoring to the SjCOOP mentors, shares the lessons learned in the mentoring process and looks into the complex mentor-mentee relationship which is always full of surprises." (Foreword, page 3)
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"This chapter sets out the history, process, and experience of an attempt to identify potential centers of excellence in journalism education in Africa. The methodology drew from journalism education systems in the United States, the United Kingdom and a number of French speaking countries, but also
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tried to identify the specifically African components in assessments of educational "excellence." The project began in earnest in 2006, but, in truth, the ambition has a considerably longer history." (Introduction, page 33)
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"Journalism training can make an important contribution to the quality of journalism and the ability of journalism to fulfill its basic missions. This study focused on the impact on business and economics reporting, an area where few journalists have adequate training, and where on-the-job training
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is unlikely to suffice. But even in this technical area, journalism training can have general benefits. It can enhance a sense of professionalism, and at least an awareness of professional ethics. It can expose reporters to ideas, concepts, and people that they otherwise would not have access to. Such contacts can be particularly important in ensuring adequate coverage of complex topics. It can help them build contacts more broadly in the journalism community and promote networking which could lead to doing stories together. If properly reinforced by editors and colleagues upon returning to their publication/media outlet it can lead to more sophisticated coverage which touches on subjects they might not have written on before.But such training will have only a piecemeal effect. Most of the problems facing African journalism cannot be addressed by journalism training alone. Journalists may know that they should not receive money from sources, but with limited pay, they may see no alternative. The quality of journalism rests, of course, on the quality of the labor force that they have access to, and that means there needs to be more investment in secondary education. But more than an educated and trained labor force is required: for African media to improve rapidly, more funding—entailing new business models—and a better legal climate are necessary." (Conclusion, page 108-109)
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"In July 2010, World Journalism Education Council gathered more than 400 journalism educators from about 50 countries for the second World Journalism Education Congress in South Africa. There was broad recognition that social media has become a major force in the field that cannot be marginalized an
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d that Africa has become a world-class incubator for media innovation. At the August meeting of the Association for Education in Journalism and Mass Communication, Eric Newton carried these ideas a step farther, laying out the “four transformations” for U.S. journalism programs. Journalism schools are: 1. Becoming better connected to other university disciplines and departments, expanding the definition of what it means to be a journalist; 2. Playing an increasing role as content and technology innovators; 3. Emerging as promoters of collaborative, open approaches and models; 4. Becoming news providers that understand the ecosystem of their communities. In the digital age, journalism schools are trying to engage more deeply with the people we used to call the audience. These transformations are even more urgently required in the field of media development. In the future, media development projects will originate in an ever-widening pool of university departments. These will include law, public health, library science, computer science, international relations, visual design, and even architecture and urban planning, where striking advances in mapping applications are taking place. Nonetheless, programs that specialize in data will also require skills from the traditional journalism toolkit: verification, story-telling ability, and contextualization. Academia could be an ideal setting for this exchange of ideas, a meeting place between core values and technological innovation. Universities could also provide a space for frank discussion about the limitations of technology and the means to discern when new technologies offer concrete benefits to the user and when they constitute a distraction. These questions are even more critical in resource-poor societies in the developing world. To achieve these ends, more coordination is needed, both within and among universities, to serve as a critical bridge–between North and South, between technologists and humanists, between social media and traditional journalism." (Conclusion, page 23)
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"The media in much of sub-Saharan Africa is severely constrained by several factors: lack of resources, government pressure, the influence of media ownership and the declining quality of secondary education and professional journalism education. In many countries, newspapers are unable to perform th
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e role of watchdog or effectively educate the public in part because of the difficulties faced by the journalists in their employ. Into the breach has stepped a plethora of foreign organizations which provide journalism training. Some of these are non-governmental organizations with a development agenda that seek to promote education about their causes. Others are the training arms of professional media groups (Thomson Reuters, BBC Trust) or are organizations that work on journalism education (the Berlin-based International Institute for Journalism and the International Center for Journalism in Washington, DC). This study—which includes content analysis and interviews with journalists who have received journalism training—considers these training efforts to see how effective they have been. The paper argues that given the challenges faced by the African media, donor-driven training programs will have only a limited effect on the larger media climate." (Abstract)
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"Since the 1990s journalism education programs have expanded exponentially around the world, but media freedom has not. Globally comparative, this edited volume assesses journalism education and the challenging environment in which it is delivered in countries with a partly free or not free status a
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ccording to global press freedom. The countries covered include China, Singapore, Cambodia, Palestine, Oman, Egypt, Kenya, Tanzania, Brazil, Russia, Romania, and Croatia. Contributors demonstrate through careful analysis that wealthy nations are able to set the terms of their journalism education while less affluent countries are more open to the influence of foreign NGOs. Although this book evidences the disconnection between what is taught and what can be practiced, it also illustrates the degree to which journalism education can be an agent of change." (Publisher description)
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"This report is intended to serve as a guide for organizations considering establishing journalist-training programs in Nigeria, Ghana and Uganda. The report provides an overview of the challenges and opportunities in the journalism profession in these three countries. Generalizations across countri
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es are difficult. Thus, we encourage anyone making use of this report for program planning to consider the findings on each country as a distinct entity." (Executive summary)
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"Ziel der hier vorgelegten Studie ist es, analog der Vorgaben des PriME-Handbuchs 2008 von InWEnt, gemäß der Kriterien für Evaluation von Entwicklungszusammenarbeit nach OECD-DAC, unter Rückgriff auf angelsächsische Modelle für PM+E im Bereich der Medienentwicklungszusammenarbeit sowie unter R
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ückgriff auf die kommunikationswissenschaftliche Literatur ein Konzept für künftige systematische Evaluierungen der mittelfristigen Wirkungen des IIJ-Programms zu entwickeln, das über die Evaluierung unmittelbar nach Ende der Weiterbildungsmaßnahme hinausgeht. Mit Blick auf die bereits vom IIJ formulierten Programmziele zu prüfen ist der Erfolg von Capacity-Building-Maßnahmen auf Ebene der individuellen Akteure (Journalisten), auf Ebene von Organisationen (Redaktionen) sowie auf Systemebene. Hierzu wird eine Methodenkombination (Triangulation) empfohlen, die aufeinander aufbauend sowohl mit quantitativen als auch mit qualitativen Methoden arbeitet und außer der Ebene der Akteure (Journalisten) insbesondere die Ebene der Organisationen (Redaktionen) einbezieht. Um einen ökonomischen Umgang mit Ressourcen sicherzustellen, wird grundsätzlich empfohlen, mit Online-Befragungen zu arbeiten und ergänzend Telefon-Befragungen sowie fallweise vor Ort Face-to-Face-Interviews durchzuführen. Im Rahmen der Studie werden folgende PM+E-Tools für das IIJ entwickelt: Fragebogen für die Online-Befragung der Alumni (quantitativ), Fragebogen für die ergänzende Online-Befragung von Referenzpersonen der Alumni (quantitativ), Leitfaden für telefonische Interviews mit Alumni/Experten in den Zielländern (qualitativ), Leitfaden für Face-to-Face-Interviews mit lokalen Partnern (qualitativ). Der Fragebogen für die Online-Befragung als zentrales PM+E-Tool wurde erfolgreich einem Pre-Test unterzogen. Die Studie schließt mit einem Analyseraster für die Auswertung von im Rahmen von PM+E-Maßnahmen gewonnenen Daten, um gemäß der PriME-Qualitätsschleife institutionelles Lernen zu ermöglichen." (Zusammenfassung, Seite 6)
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