UNESCO/ACSPN Empowerment Series on Between Classroom and Field

BETWEEN THE CLASSROOM AND THE FIELD: BUILDING CONSENSUS ON GAPS AND PRIORITIES IN JOURNALISM AND COMMUNICATION EDUCATION

UNESCO/ACSPN EMPOWERMENT SERIES (AES)

THE REGENT LUXURY SUITES, IKEJA, LAGOS.

JUNE 30, 2015

EXECUTIVE SUMMARY

Journalism and communication education is important in the development of the skill set and capacity of the media to discharge their duties as the fourth estate of the realm and watchdog of any society.  The skill set and professionalism demonstrated by journalistsaffects the quality of information presented to the society and indirectly the quality of citizenship and society.   The quality of journalism education the world over is therefore more important now with technological, social and economic changes demanding more than the current journalistic and media structures have to offer. These changes have thrown up challenges of press freedom standards and freedom of expression as we know it today

Despite these challenges, journalistic programmes are on the increase.  Berger and Foote (2013) cited in the “New UNESCO curricula for Journalistic Education” state that over 3,000 programmes were cited on the central database with the bulk of the programmes spread between North America, Europe and Asia.   This growth in programmes therefore pre-empts the need for quality control in order to protect the standard of journalism education which in turn protects journalism itself.

Nowhere has the impact of the technological, social and economic changes been felt more than in developing countries where the advent of online media has affected and still affects the operations of traditional media especially the print media, the reading pattern of citizens which has led to dwindling patronage of the traditional print media,the dwindling capacityof the print media to cope with the demands of modern information flow.

In furtherance of the commitment of UNESCO and ACSPN to building issue-based strategic partnerships to ensurethe protection of the historical antecedents of journalism and the charting of flexible but quality future trajectories for journalism and journalism education,an ACSPN Empowerment Series workshop with academics and professionals participating has highlighted the gaps and priorities requesting for a review a collaboration between ACSPN, UNESCO, and National Universities Commission (NUC) or National Board for Technical Education (NBTE) depending on the institutions -of the curriculum to meet the changing needs of the industry and society, the training and improvement of the skills of the scholars and lecturers through the design of tailor-made programmes for the required skill set in the practice of journalism, and a review of existing information distribution/dissemination models by media organizationsto address the logics of new technologies and new media.

1. INTRODUCTION: KEYNOTE ADDRESS BY THE DIRECTOR, UNESCO REGIONAL OFFICE, MR BENOIT SOSSOU

The UNESCO report on journalism and communication education in Nigeria clearly indicates that the field itself is growing or gaining in popularity as the NBTE states that there are over 66 journalism institutions comprising 23 Monotechnics which includes State and Federal Polytechnics and 43 Federal and State Universities.  The growth in the number of institutions that offer the course is indicative of the increasing premium placed on the integralrole of communication to the sustenance of society.However, the media now encompass both traditional and online media.  The beauty of online media is that it is much more invasive and has changed the traditional operating model of business.  Online media has changed the landscape of communication and put a demand on journalism schools globally to adapt their curriculum to equip future journalists with requisite skills for operating in the online-media environment.This requires media organizations to adapt their orientation, structure and processes.

This workshop cum discussion is one of the possibly next steps UNESCO intends to take in pushing the change, adaptability agenda in journalism training and practice in Africa.

The partnership with ACSPN is indeed strategic as the association was also birthed in recognition of the precarious state of journalism, mass communication and communication practice in general, and the need for a vigorous enhancement of the skills, competence and capability of the communicator in this age of serious struggle for survival.ACSPN is on course with the enhancement of skills with the empowerment series.

2. THE DISCUSSION

After the keynote address delivered on behalf of the Director, UNESCO Regional Office, by Mrs. Julie Osagie-Jacobs, the UNESCO Programme Officer, the presentation to set the tone was presented by veteran scholar and practitioner -Prof.Idowu Sobowale of Covenant University, Ota who is Chairman, Board of Trustees of ACSPN.

Prof. Sobowale’s paper emphasized the wide gap between Nigeria’s training programmes and the requirements of the industry as accent by the emergence and continued growth of new media.This chasm and the pressure on traditional media in turn mean that there is an increasing need for flexibility in traditional communication strategies to adapt to the changing tempo given the vital role of media in society. He explained that the media’s role goes beyond merely informing or entertaining and made reference to their ability to resolve conflicts and douse tensions.  He cited examples such as the Middle East Peace Accord between Egypt and Israel.

He identified the following as gaps and Priorities:

• The Gaps

• The serious dearth of professionalism in the industry as practitioners in the field are becoming less professional in the discharge of their duties.
• The emergence and growth of new media has created a huge chasm that makes a reassessment of the work of communication scholars or practitioners imperative.
• The chasm and the pressure on traditional media in turn mean that there is an increasing need for flexibility in traditional communication strategies to adapt to the demands of a changing environment.
• Further effects of the chasm is evident in the waning reading culture; serious compromise of the ability of today’s journalist to write and speak good English and also the local dialects; removal of depth from the thought processes of younger communicators and students; lack of thoroughness in screening the output of younger elements in the communication industry, with consequence among others for patronage of the media.
• There are queries about the skill set of scholars and trainers in journalism schools. The competence of the trainer in the English language and other required skill sets reflect in the student’s competence and level of skill. The poor command of the language by today’s crops of journalist is therefore an indictment on the type of training acquired in respective schools.
• There are questions about whether news reports as currently disseminated are to fulfil the requirements of practice
• The need to research further into online media – particularly social media. The knowledge or understanding of this phenomenon caused by technological changes would enable the industry adapt and restructure better.

2.2. The Priorities/Recommendations

• Need for a national policy on communication education.  The overhaul of the entire industry would not be feasible without a common document or plan guiding the activities of both journalism schools and the industry as a whole.
• A regular review of the journalism curricular, similar to what UNESCO does at the international level. This way, the changes are implemented incrementally as the industry demands as opposed to one major single overhaul.
• Need for all scholars or trainers in the field to review their instructional or teaching direction and begin to equip and produce students capable of leading their audiences (readers, viewers and listeners) in a way that would enable such audiences make the best meaning out of the happenings in their environments.
• Need for the professionals to focus more on interpretative journalism which provides appropriate context for the information presented from whatever media. Strategies need to change from reporting the news to analysing it more.
• These changes would prevent the traditional media from becoming irrelevant in the dynamic environment they now operate within. They need to adopt less conventional ways of presenting the world to numerous audiences relevant to the dynamic environment in which they live.

 DISCUSSION –COMMUNICATION AND MEDIA SCHOLARS AND PROFESSIONALS

3.1   The Gaps

The Director,United Nations Information Centre, Lagos, Dr. Ronald Kayanja opened the discussion emphasizing the expectation for newspapers to do Interpretative Journalism.  He explained that the relevance of newspaper reports would have dwindled by the time newspapers are out on the stands because the electronic media would have given voice to the news item the day before and that social media would also have highlighted the event or occurrence.  He stated that media need to move with the times and offer more than they have before now in order to survive the changes and remain relevant within the society they operate. They also need to rework the distribution models of information or news in order to capture the youths and teach them to use the media not just for reading news items but as a tool for cultivating their freedom of expression.

• Points Raised by Main Discussants

Mr. Kayode Akintemi (General Manager, Operations, Channels TV)

Mr. Akintemi agreeing with Dr. Kayanja stated that journalism has three responsibilities – sourcing of information, sharing of information and empowering the users of such information.  Traditional media must rework their information distribution model in such a way that it remains relevant as a useful source for today’s consumer. Today’s journalist require the skills to provoke and stimulate engaging conversations which requires research and understanding of the subject matter enough to have an intelligent conversation.  He cited“Sunrise” – a magazine programme on Channels TV loved by people because of the engaging conversation, and because those involved understand the subject matter to a certain level. Journalism schools should start teaching new media as it is a force here to stay and redefining everything in its path.

Mr. Lekan Otufodunrin, Online Editor, The Nation Newspaper/ Adjunct Lecturer, University of Lagos

Students lack an understanding of why they study mass communication and this trend needs to be checked as it is dangerous since they would be required to practice journalism.   Trainers need to ensure that they understand the nitty-gritty of what they are studying. Writing courses should be compulsory elements in the study of journalism and communication as opposed to alternatives or electives. Student projects should address actual issues in society as opposed to report writing just to obtain grades. 

Dr Rotimi Olatunji, Associate Professor and Acting Dean, School of Communication, Lagos State University (LASU)

There is a gap in the command of the English language which is evident in the practice of Journalism and should be addressed by lecturers as well as inadequacy in local knowledge development, availability and utilization.  Information from new media is seen as sacrosanct compared to information from traditional media.  This malaise he stated has also affected local knowledge literacy as even a sample of student researches indicate a recourse to references more from foreign books than the local books.  This in turn prevents the students from respecting the knowledge of local lecturers.  There is need for local researchers to upload their research online to give others around the world access to such subject matter. Despite the skills of the younger generation in the use of social media, there is a deficiency in the ability to interpret and utilise information accessed and this needs to be addressed. 

Mr. Martins Oloja, Editor, The GuardianNewspaper

The journalism and communication curriculum needs to be reformed like that of University of Colombia.   This reform would have to be pushed by the ACSPN. Education is moving beyond the confines of the classroom which has given room for even professionals to teach.  The review should also cover the requirements for professionals to teach within higher institutions in order to give the students a balanced view of the career path they have chosen.  There is need to integrate practitioners into the classrooms as news reporters are disappearing from the newspaper organisations and this is one way of cultivating replacements.  There would be no content without the reporters and so it is imperative that measures be taken to groom future reporters.

Mr. Ayo Oluwatosin, Group Managing Director, Rosabel Group

There is need to continuously train and impart research skills and interpretative skills which would enable students turned practitioners function properly and add even more value in the industry.  This needs to be continuous.   Two examples were cited of how his organization’s skill and competence earned them two accounts because of in-depth research interpreted in such a way that the client gained new insights from there.

Mr. Eyitayo Olayemi, Director, Bytesize (Digital Communication)

The end user is key but so is the culture of today/future reporters.  There is therefore a need to balance the core values with the flexibility and technological realities of today’s environment. 

Mrs.  Lade Atofojomo, Lecturer, LASU 

There is the absence of standard evaluation procedure across the schools of Journalism and Communication in Nigeria. In one of the schools multiple choice questionsare used to evaluate the student for a course in journalism and communication when ideally they should be tested for their writing and communication skills.   Relevant bodies should push for a standard test of student’s knowledge and skills across schools especially by ensuring that NUC accreditation exercises factor this in the process of ensuring that the students are properly evaluated.

Mr. Gbemiga Ogunleye, Provost, Nigerian Institute of Journalism (NIJ)

There is need to begin an assessment of the skills of scholars and lecturers in journalism and communication education.  This is already a part of operating procedures at NIJ in order to ensure that the students gain value from the classes. The curriculum can’t be changed without the approval of the NBTE and so they need to be engaged alongside the NUC. As an outcome of this workshop, there should be a re-examination of criteria for access by professionals into PhD programmes of their choice based on experience.

Mr. Lanre Idowu, Chief Executive Officer, Diamond Award for Media Excellence (DAME)

The issues raised are valid as there has been difficulty in the last few years with getting news reports that deserve awards in some award categories. In order to tackle this disturbing trend, curriculum review should include course suggestions like news value/news judgment. Internship should be re-evaluated and restructured to ensure that it forms a compulsory and annual part of the students training curriculum. Lecturers and professionals should share their experience and develop relevant books to aid the development of the field.  Veterans should share their experience for the benefit of the younger generation of journalists.

Prof. Lai Oso, School of Communication, LASU and President, ACSPN

It is hard getting professionals to respond to offers to do books of readings. This situation should change. Lecturers/scholars should evaluate the values that inform their teachings as it would reflect in the output received by students and course titles and content should be reviewed to match the demands of the market today.

Dr. Suraj Olunifesi Adekunle, School of Communication, LASU

There is need for content re-evaluation of the curriculum to cover courses such as intercultural journalism, gender journalism, data journalism, human trafficking and safety and journalism.

Prof. Nosa Owens-Ibie, Dean, College of Social & Management Sciences, Caleb University& General Secretary, ACSPN

There is need to adapt UNESCO’s approach of continuously re-engineering content to fit the constantly changing market demands and this must be done with an increasing focus on data and the value it can add.However, it is important to start with what is available by being creative within the context of the NUC template which is not quite flexible. There is need to engage with the NUC and NBTE to implement the ideas discussed for the benefit of communication and journalism studies in order to meet the demands of the glocal – global and local academy. Although the educational structure within the country couldn’t be skirted, it can be engaged and there is need to use the UNESCO syllabi as critical reference material though the process has to keep evolving to accommodate the dynamics of mainstreaming in an era of globalization and given the transitions of Nigeria’s development.

3. SUMMARY

4.1. Gaps

• The present curriculum is inflexible and an imperfect fit for the evolving requirements and modus operandi of the industry and environment due to radical changes induced by global economic, social and technological development.
• Media information literacy is poor and there is need to review course content and make it more relevant to practice.
• The status of the curricula is due to the absence of an effective synchronized working relationship between NUC and media scholars and professionals, which would have provided a better teaching model.

• Insufficient training avenues for scholars and practitioners and unavailability of flexible standards to enable practitioners teach the students.
• Need to rework the information distribution model for print media and focus on investigative journalism (correlation of parts) as opposed to performing just the function of information since the electronic media handles the role of surveillance with its advantage of immediacy.
• Inadequate emphasis on “writing” as a core of Journalism and Communication education and challenges with making writing courses elective in instances.
• Absence of relevant data, data mining and keeping knowledge by both the scholars and practitioners.
• Absence/inadequacy of glocal texts – globally relevant content with local examples the students can relate with and be inspired by.

4.2. Priorities

Based on the gaps identified, some areas were highlighted as crucial going forward.

• The need for a National CommunicationPolicy on Journalism and Communication as well as an education policy for this sector as well. The policy needs to reflect local content while adapting the various foreign elements that influence the trends.
• Convene a meeting on curriculum development for communication studies in Nigeria. Prior to that though, there is need for the association to collaborate with regulatory bodies such as NUC and NBTE to provide strategic re-direction for media and communication curricula in Nigeria. The association should share thoughts, observations and recommendations with these bodies.
• There is need for constant review of the Mass Communication/Communication curriculum.
• ACSPN should facilitate closer collaboration between the industry/practitioners and the schools of Journalism and Communication.
• Research should be encouraged, to help in the writing and publishing of Global principles but locally relevant and readable books for young scholars, students and communicators.
• Regular assessment of new media should be undertaken to keep pace with changing trends in journalism.

4. Other Recommendations

• Well-informed professionals should be integrated into teaching journalism and NUC should be engaged to appreciate this logic.
• Encouragement of Scholars to constantly develop skills and competencies that position them to improve the capacity to add value to the students and industry. The training should consist of tailor-made programmes designed by Universities specifically to address the required skill sets as opposed to general training programmes which confer certificates but no skills.
• Need to take the Media literacy agenda beyond Universities and start from primary school.

5. Follow-Up Actions

The following are the recommended follow-up actions based on the gaps, priorities and other issues raised during the workshop:

• A Course/Content Development Workshop involving not more than 20 select intellectuals and professionals.to develop/refine more relevant courses and identify important course content to flesh out gap areas based on the inputs at the workshop and the UNESCO Model Syllabi. This would feed the Curriculum Development/Review Workshop

• Curriculum ReviewWorkshopsto hold in two streams:
• The first will involve NUC, NBTE, ACSPN, UNESCO, representatives from Universities and key stakeholders in the curriculum development and adoption process in Nigeria in order to assure required buy-in and adoption.
• A second curriculum would involve NBTE, ACSPN, UNESCO, representatives from the Monotechnics and Polytechnics and key stakeholders in the curriculum development and adoption process in Nigeria in order to assure required buy-in and adoption.
• Production and dissemination of the New/Updated Curriculum in collaboration with the NUC and NBTE in two versions – University version and Polytechnic and Monotechnic version.

• Curriculum Training Workshop to disseminate the outcome of the Curriculum Workshop in the six geographical zones in Nigeria

Prof Nosa Owens-Ibie

General Secretary, ACSPN

July 12, 2015