Media Trainers Workshop Report Prepared by Elva A

IV.

CONTENTS

I. OVERVIEW 2 II. THEMATIC AREAS OF THE WORKSHOP AND PROCEEDINGS 3 III. RECOMMENDATIONS ON THE WAY FORWARD 67 V. IV. FEEDBACK FROM GROUP-WORK 68 V. LIST OF PARTICIPANTS 72

V. PROGRAMME 75 VI. BUDGET 81 VII. MEDIA COVERAGE 84

Participants at the Workshop Opening MEDIA TRAINERS WORKSHOP REPORT PREPARED BY ELVA A. GÓMEZ DE SIBANDZE (POLYTECHNIC OF NAMIBIA) AND JACO DU TO

IT (UNESCO)

MEDIA TRAINERS WORKSHOP: May 5 – 6 2009

Capacity Building for Potential Centres of Excellence in Journalism Training in Africa

I. OVERVIEW

The Media Trainers Workshop organized by UNESCO and Media Technology Department at the Polytechnic of Namibia brought together representatives from the twelve potential centres of excellence in Journalism training in Africa, academics from international universities, professional and development organizations and NGOs.

The purpose of this workshop was to assist these centres of Journalism training to prepare an outcome- based strategic plan including the three crucial areas of institutional development: internal capacity, external outreach and future orientation.

The Media Trainers Workshop afforded participants the possibility to discuss their status in regards with the different areas of development in order to fulfill their potential as centres of excellence within the timeframe stipulated by UNESCO.

II. THEMATIC AREAS OF THE WORKSHOP AND PROCEEDINGS

The workshop focused on four themes from which three correspond with the three main areas that Potential Centres of Excellence need to develop in order to achieve and maintain high standards in the training of Journalism in Africa. The fourth one delves on trends in teaching New Media.

a. Curriculum and Institutional Capacity

This theme addresses the Journalism curriculum content, which should reflect a balance between theoretical and practical courses. In addition, special courses such as gender, HIV/AIDS, culture, development and community media, ought to be integrated to the Journalism curriculum.

Institutional capacity addresses teaching and learning strategies and settings. These not only refer to adequate technology and equipment, but also to human resources, qualified academics, technicians and quality assurance specialists.

Under this area there were two presentations:

. Dr Hara Padhy UNESCO, Paris CURRICULUM AND INSTITUTIONAL CAPACITY

. Mr. Simphiwe Sesanti University of Stellenbosch AFRICANISATION OF JOURNALISM CURRICULA OF JOURNALISM SCHOOLS: A STEP TOWARDS DEVELOPING A CULTURE-SENSITIVE GLOBAL JOURNALISM

This presentation is a call for journalism education institutions to teach African culture to journalism students, both black and white Africans, and students from abroad. My rationale is that journalists need to be aware of the cultures of the people about which they write. Failure to do so may result in students interpreting others' cultures against their own cultural baggage. African culture suffered during colonialism and continues to suffer misrepresentation to this very day in the media. I argued that educating journalists culturally would help to advance the struggle against stereotyping.

b. Development Strategy and Potential

The development of a strategic plan is the key in the process of achieving excellence in Journalism training and to better respond to challenges in the future. This plan should start with an appropriate strategy; include a realistic budget to ensure sustainability; and avoid a top-bottom management model by using a more participatory approach that will involved all parties concerned.

There are two keynote presentations under this topic:

. Professor Maria Marron Central Michigan University, USA

STRATEGIC MANAGEMENT OF JOMC PROGRAMS

Environmental scans are integral to the management of JOMC programs, even at a time of unprecedented change.

Conduct scans of the external and internal environments.

-- External:

a. Constant change at unprecedented rate – causing a tsunami in JOMC education

b. Globalization, Glocalization, and Hyperlocalization are among the other trends contributing to the need for JOMC programmatic change.

c. Location:

– Geographic (culture, language/s, demographics, global and country-specific, and traditionally, closeness to media/industry hubs)

d. Economic:

International, national, regional, local economies and impact on program, e.g.,

 International (and national) digital media explosion;  decline of traditional print media industry – some 20K layoffs in newspapers in United States in 2008- 2009; closure of Rocky Mountain News and Seattle Post-Intelligencer;  online version only of Christian Science Monitor;  phenomenon of “reverse publishing”;  need for new business/economic model;  awareness of “news” product – not newspapers;  backpack journalism – all-platform journalists able to shoot video, do audio, put up a Web site, write an article, blog, do social networking;  Michigan: Decline of Big Three Auto Industry, erosion of state’s tax base, cuts to higher education budget  In Michigan, online subscriptions to Detroit Free Press and delivery only three days weekly – Thursday, Friday and Sunday; emphasis on digital news delivery at both the Free Press and the Detroit News; reduced publishing of Saginaw Daily News, Bay City Times, the Flint Journal; pending closure of the Ann Arbor News (replaced by online version at http://www.annarbor.com);  unique niche of JOMC programs – training/educating for news and information with research, writing, editing, visual, and other skills as well as the ability to think critically; analyze and synthesize; work independently and collaboratively  explosion of interest in JOMC programs, enrollments at record high in 2007;  increased interest in digital media track (According to an article in the New York Times, the digital media track was up 10 percent at Columbia University in fall 2009; news-editorial, i.e., print track, was down from 64 percent in 2007 to 49 percent in 2009;  The New York Times also reported that “I don’t know” is the phrase spoken most frequently by administrators of JOMC programs;  New vocabulary needed for JOMC, new relationship with the audience – a massive social network that talks back – MASSIVE COMMUNICATIONS;  Perplexing issue: Who finances and pays for journalism?  Little hiring in U.S. media industry – mostly contract part-time hires (Joe Grimm, nation’s expert on internships and career placements, ex. Detroit Free Press, commented to me on my way to this conference that people increasingly will have to undertake work in “lots of little pieces rather than one big chunk”);  need for graduates to be entrepreneurs, have business acumen;  Current practice: Blend journalistic values with Web classes and entrepreneurship.  Opportunities to educate for mobile delivery: Ray Kurzweil, incoming head of Google’s university, suggested in the Guardian, Saturday, May 2, 2009, that the cellphone in Africa will make it possible to detect and combat illness and hunger. Think about the potential of cellphones for the delivery of the journalistic product in Africa!

-- Internal:

Link JOMC program to the

 Institutional Mission  Values/Priorities  Goals

The Centers of Excellence should be linked to:

a. Curriculum and institutional capacity b. Professional and public service, external links and recognition c. Development plan, strategy and potential

Values, Priorities and Goals will relate to the institutional mission and whether the institution

 Is Public – state located – or Private  Has a tradition of JOMC Education  Has the capacity to respond to change SWIFTLY

PROGRAMMATIC

– College, School or Department

-- Budget, Centralized or

Decentralized

ACCREDITED OR CERTIFIED

CULTURE OF PROGRAM

– Aspirational or Laissez-Faire

-- Current challenge is the management of change (technology-induced), and related conflict

1. MISSION AND GOVERNANCE

-- Relates to Institution’s Mission, Goals, etc.

-- Flat/Consultative

-- A unit’s bylaws/handbook should delineate roles, responsibilities and accountability (evaluations)

-- Strategic Plan, Envisioning the Future with Goals and Benchmarks: This is more difficult than ever in a time of unsurpassed change, but goals and benchmarks point to direction, even if the goalpost moves back or forward.

-- Goals should be SMART:

Specific

Measurable

Attainable

Realistic

Timely

2. STUDENTS

– Doctoral, master’s, bachelor’s, continuing /professional education

-- Recruitment (local, regional, national, international; diversity in gender, race, ethnicity, sexual orientation, faith tradition, economic and social class), Retention (percentage retained from year to year; relevance of First-Year Experience and other programs) and Graduation (rates)

-- Bachelor’s level:

Screening of Pre-majors, Majors (Matriculation testing, major-specific tests, Interviews)

-- Minor Programs

-- Interdisciplinary Programs (resources, management, disciplinary “homes”: Interdisciplinary programs can be problematic if they are not properly resourced and/or given an appropriate academic base.)

-- Professional or continuing education students: Different challenges; Distance education, the Hybrid Model of e-learning and on-site instruction; Prior Learning Assessment model of credit (portfolios) for experiential learning via jobs

(University of Phoenix is largest-growing degree-granting program in U.S.)

CURRENT CHALLENGES

-- College-level preparation of students (lacking in some areas BUT Digital Natives vs. Digital Immigrant professors)

-- Numeracy, Literacy and Independent, Critical Thinking

-- Student and parent expectations – the Millennial and Helicopter Parents (especially in management of grades)

-- Education vs. job training

-- Input to programs (student advisory councils -- curriculum, ambassadorial roles in co-curriculars, competitions, accreditation visits, etc.)

3. CURRICULUM

-- Impact of technology on curriculum (courses and course content, course management systems, classroom etiquette – “multi-tasking-free zones” etc.)

-- Theory and Practice: Balance of theoretical and practical courses

-- Liberal arts/sciences focus

vs. other (business, other disciplines)

-- Critical thinking, disciplinary knowledge (values and competencies – law, ethics, globalization, diversity, writing/editing/visual comm., numeracy and statistics, research skills, niche specialties, e.g., investigative, science, environmental, health, cultural, religion, visual, other)

-- independent, creative, and collaborative work

-- News-editorial; Online journalism/new media and social networking; Electronic media; Cinematic Arts; advertising; public relations; Integrated Marketing Communications or Strategic Communications;

Photojournalism; Media Studies

-- Exchanges/partnerships with international programs

-- Practice and internships

CURRENT CHALLENGES

-- Management of change

-- Curriculum as education and/or as preparation for what type of careers/jobs? -- Business, Web, entrepreneurship focus? -- Student/faculty ratios -- Evaluation of faculty and students -- Internships and career/job placements

4. FACULTY

-- Academic and Professional

--Ratio of doctoral faculty to master’s-level and others

-- Ratio of full-time faculty to part-time adjuncts

-- Teaching load, research and/or creative project expectations, professional development expectations, service

-- Diversity (gender, race, ethnicity, international, “differently abled,” etc.)

CURRENT CHALLENGES

-- Competition for faculty in “hot” areas (public relations/integrated marketing communications, new media) – among universities and with industry

-- Relative scarcity of Ph.D.-level faculty in p.r., new media. Relatively few programs specialize in these areas at doctoral level – e.g., U. Maryland, Syracuse U. (p.r.), U. Missouri, U. North Carolina, U. Florida, Ohio U., (new media)

-- Salary levels, compression, equity, endowed positions

-- Budget for professional development (learning new media, taking workshops and courses, presenting research at conferences)

-- Challenges of older faculty: “Re-educating” of traditional news-editorial faculty for new media, ability to teach in distance ed./e-learning and hybrid courses; alumni and professional linkages; institutional/program memory; experience (teaching, research, service)

-- Challenges of younger faculty: Inexperience in faculty role, huge demands – teaching/technology, research, service; different culture/expectations

5. RESOURCES and

EQUIPMENT

-- Facilities (Physical plant, Offices, Multimedia Labs: Hardware and software)

-- Arizona State U. – new Cronkite School, $71 million; Ball State University, $35 million; Western Kentucky U., $18.5 million; U. Missouri – Reynolds Journalism Institute, $31 million -- Technology (BUDGET: huge capital expense, constant upgrades – Multimedia labs equipped with latest G5 Mac towers, software that includes latest versions of PhotoShop, InDesign, Dreamweaver, Flash, FinalCut Pro, etc.)

-- Equipment (e.g., Photo/new media/online journalism – audio, video (Camcorders, videocams, mics, cameras, lenses, etc.)

-- Faculty time (co-curriculars, e.g., Society of Professional Journalists, Society for News Design, Public Relations Student Society of America, AdFed, Central Press Photographers Association, Central Online News Association)

-- Alumni and professional advisory boards

-- MONEY: Foundation, alumni and donor funds have been slashed an average of 40 – 50 percent since September 2008 when the Wall Street debacle started. Limited “giving” is taking place.

6. PROFESSIONAL AND PUBLIC SERVICE

-- Active engagement needed with alumni, professional media and related industries, associations – academic and professional

-- Alumni and professional advisory boards (help with curriculum, public relations, development aka fund- raising, continuing education, assessment of student portfolios, etc.)

-- Contributes to community placements and faculty’s engagement in professional activities, e.g., Michigan Press Association, Michigan Press Photographers Association, Association for Education in Journalism and Mass Communication, Association of Schools of Journalism and Mass Communication, etc.

-- Contributes to high-school/scholastic journalism through workshops, talks, competition judging, etc.

-- Communicates with external stakeholders through newsletters, listservs, surveys and other activities

7. ASSESSMENT

-- The JOMC program continuously undertakes outcomes assessment across all areas but especially student learning.

-- Assessment uses direct and indirect measures (Direct: outcomes of learning in courses across measures of testing in the discipline, values and competencies; Indirect: outcomes of student surveys, alumni surveys, internship supervisor and employer surveys, etc.)

-- Feedback from assessment is used in program improvement

8. PROGRAM ASSESSMENT:

-- External Accreditation

or Certification

-- Institutional program Review

-- SWOT Analysis

. Professor Jonathan Foster-Pedley University of Cape Town, RSA STRATEGIC PLANNING FOR POTENTIAL CENTRES OF EXCELLENCE IN JOURNALISM TRAINING IN AFRICA

c. Professional and Public Service, External Links and Recognition

The main aspects of this theme are the interaction between academe and industry; international collaborations and networking; social participation in the private sector and community organizations as well as research and publishing in collaboration with partner institutions.

Interventions under this topic were prepared by delegates from Rhodes University in preparation to host the World Journalism Education Conference.

. Prof. Fackson Banda Rhodes University STRENGHTENING JOURNALISM EDUCATION IN AFRICA

. Mr Sibusiso Mtshali Rhodes University PREPARATION FOR THE WORLD JOURNALISM EDUCATION CONFERENCE

d. How and where to teach key issues: A case study on new media

. Jude Mathurine Rhodes University TRENDS IN NEW MEDIA TEACHING

Over the past decade the rapid development of faster computer microprocessors, common and open Internet standards, faster and cheaper broadband connectivity, wired and wireless devices as well as a proliferation of channels that tap into and engender new patterns of user consumption, production and networking has shifted 'new media' from the margins to the mainstream. The contexts of media production, distribution and consumption have changed and these concomitant influences on the nature and role of modern media and journalism in culture and society demands calls for a rethink about how educators teach journalism, media studies and mass communications.

Critical theorist, Douglas Kellner advises that in the face of saturation by Internet and media culture it is 'irresponsible' to ignore the production of "pedagogies that provide media literacy and enable students, teachers and citizens to discern the nature and effects of media culture" (2002).

This presentation, Teach New Media in Africa, urges African journalism and media educators to begin building capacity to mainstream convergence as part of programme offerings. The presentation examines international and global trends in media political economy and audience use within the context of Africa's digital divide. It suggests convergence is inevitably disruptive - but posits that is an opportunity that must be managed to address pervading information asymmetries between North and South, and if media as an institution and journalism as a valuable social practice will survive and evolve.

III. RECOMMENDATIONS ON THE WAY FORWARD

1. Database on staff profile updated to exchange staffing – Rhodes – UNESCO (African journalist database) 2. Database on student projects - UNESCO; 3. Curricula development – Hands on training on new media – Africanisation of curricula 4. Networking 5. UNESCO funding

RECOMMENDATION ACTORS ACTION DEADLINE 1. Collaboration across-Africa on research projects, especially related All centres Ongoing 9 September 2009 to the Africanisation of Journalism Education 2. Developing deep websites at these schools with detail Rhodes collect UNESCO Planning Stage 9 September 2009 on staff profiles compiles and student projects 3. Assistance for centres to become trailblazers of teaching around use of new Rhodes Planning Stage 9 September 2009 technologies and using new technologies with hands on training for teachers 4. African mobilisation towards hosting the second World Journalism Education Congress – on an individual and Rhodes and all centres Ongoing 2010 collective basis, the African schools need to begin thinking strategically about what they will contribute to such an event and what

they would hope to gain from it.

IV. FEEDBACK FROM GROUP-WORK

Summary of Presentations – UNESCO Centres of Excellence, Media Trainers’ Conference, Windhoek, Namibia, May 5 and 6, 2009 (compiled by Prof. Maria Marron)

1. Rhodes University, South Africa

Dr. Lynnette Steenveld reported that Rhodes University is working on a list of staff areas of interest and on a template that will be circulated to all the others Centres of Excellence as a model. Regarding the database of student output, she said Rhodes University has master’s and doctoral programs. She said there is concern about the quality of all the theses for master’s degrees and honors-level projects, and she questioned whether the Centres should place abstracts or full-text documents in the database. She asked if UNESCO can help with the database platform for student and staff outputs.

Dr. Steenveld noted that a file of external examiners, along with the relevant CVs, is kept in the university examinations office. This is a good way of recording links with other institutions, she said.

In regard to curriculum development, she noted that Rhodes U. has had discussions regarding the master’s program change. The master’s was going to be a conceptual master’s program when it was designed 10 years ago. There were no practical courses in it. Very few students went from the fourth tier into the master’s: it was mostly NGO workers in media production, working journalists and educators. The program offers a conceptual framework for those already skilled in journalism. The courses being offered are Media and Society, Media and Text, Media Institutions and Policies, and Media Research.

In African scholarship: The university is reworking student work into publishable format. Rhodes University has considered a “popular” research magazine. OSISA was approached for funding, and the idea is to publish research results in popular form rather than have findings “sitting on shelves, gathering dust.”

Research Colloquia: The thought is that papers should be presented at the planned World Journalism Education Congress at Rhodes U. next summer. The partners in the 12 Centres of Excellence should get together as African Scholars to plan ahead, perhaps just before the Highway Africa conference this year. Discussions should begin online, and papers must be peer reviewed for presentation.

Strategic Planning: Ongoing

2. Professor Emily Brown, Department of Media Technology, Polytechnic of Namibia

Professor Emily Brown reported that the Polytechnic of Namibia will work on updating the faculty and student database once the template is received.

On curriculum development: The Polytechnic has an action plan to develop curriculum for a master’s and a doctoral program. But the question arises as to whom the curriculum is being written for. The industry is volatile, so there are questions about what sort of courses should be included. She said she would welcome input regarding the master’s curriculum. She said a strategy has been worked out for admissions. There is an English placement test and a general knowledge test. An interview process enables the faculty to discover different qualities about the candidates wanting to get into journalism.

On partnerships: There is a student exchange and there is work on curriculum involving at least three continents. There is a partnership, for example, with Utah Valley University and the National Archives.

3. Dr. Levi Obonyo, Department of Communication, Daystar University, Nairobi

Dr. Obonyo said work on the database of staff and student output is underway.

Regarding partnerships, He noted that Daystar University is involved in external exams with the University of Dar Es Salaam Salaam; Masinde Muliro University of Science and Technology; University of Nairobi; St. Augustine University of Tanzania; African Nazarene University in Nairobi; and the Jomo Kenyatta University of Agriculture and Technology in Kenya. He said there was a symposium in which the universities came together, and continuing collaborations are likely. Daystar University also is exploring relations with the University of Queensland in the development of the doctoral program in communication.

Curriculum: The Act of Parliament under which private universities are founded requires that curriculum be submitted to the Commission for Higher Education prior to the launch of a program. This process sometimes can take a long time. He said his department was working on the development of three or four courses over the past year. The doctoral program proposal has gone for approval to the Commission for Higher Education. It is anticipated that the proposal will be approved soon.

The communications program is integrated at the bachelor’s level, and it is hoped to break it down into public relations, electronic, and journalism concentrations. Daystar is cognizant of the changes taking place in the market.

Scholarship: Faculty has got published in three American journals and one African journal, and they are teaming up with American faculty to do research. The experience is enriching, but they also would like to team up with more African universities.

4. Dr. Pedro Diederichs, Department of Journalism, Tshwane University of Technology, Tshwane

Dr. Pedro Diederichs reported that the University of Technology is working to put the staff and student output in the database.

The TUT has combined with Makerere University, Uganda, and the Polytechnic of Namibia to write the curriculum for a postgraduate program in Science, Health, and Environmental reporting. Toward that end, representatives from the three programs visited US journalism programs and media organizations in April as guests of the State Department’s voluntary visitors’ program.

African Scholarship: See section for Rhodes University

Research Colloquia: See section for Rhodes University

Strategic Planning: Ongoing. Dr. Lynnette Steenveld asked all the centres to collate their strategic plans and share them with each other.

5. Dr. Americo Xavier, Director, Mozambican School of Journalism, Maputo University, Mozambique

Dr. Americo Xavier reported that the staff and student database is underway. However, he noted there are some problems with the quality and language of the student research.

In curriculum development: He said his institution is professional but since last March, the program has been teaching a master’s curriculum.

In relation to partnerships: The School has not done much but intends to within the next few months. Next March 19, there will be a meeting with Rhodes University, San Paola and Angola. UNESCO has provided support.

African Scholarship: There has been too little to talk about.

Strategic Planning: Ongoing

6. Professor Wambui Kiai, Director, School of Journalism, University of Nairobi

Professor Kiai reported that the database of staff and student output is being updated as part of the program’s website development. Two master’s students and the library are working on the student database.

In relation to partnerships: The SoJ has been attempting to work with Daystar University, and last year people got together from Makerere and Tanzania in conference.

Curriculum: The SoJ is overhauling the entire curriculum. There is a new doctoral program (Communication and Information Studies) starting in September with an emphasis on information

technology. Courses in African culture, communications anthropology and African communications systems are offered.

African Scholarship: One book was derived from the conference. Media training and research are challenges in the East Africa region.

Research: The SoJ has had two visiting fellows – one from the United States, the other from Germany.

Strategic Planning: The program is revising again the mid-term view of strategic planning. By the end of 2010, the university is developing its strategic plan, and this is an ongoing process.

7. Dr. Monica Chibita, Chair, Department of Mass Communication, Makerere University, Kampala, Uganda

Dr. Chibita reported that Makerere U. had developed a vision, mission, and strategic objectives. One major concern, she said, was that her program becomes more autonomous. It is now a department but hopes are that it will become a school. It is aiming at that. There are major changes at Makerere U. The JOMC program may join a college that includes mass communications and information technology. The program is divided into areas of specialization, and there is a move away from training people in print, broadcasting, and photo, for example, to multiplatform training. The unit’s multimedia capacity is being strengthened, and there is a grant from UNESCO to strengthen the radio station.

Professor Fackson Banda of Rhodes University has been an external examiner, and although that happened by default, it has strengthened the program’s relationship with Rhodes University and is working very well.

Makerere U. is trying to put in place very specific measures to maintain quality at a time when resources are decreasing.

The acting head of the program has been confirmed as the head and senior lecturer. There is a freeze on recruiting. The teaching assistant has been promoted to assistant lecturer.

Research and publications: Senior faculty members continue to publish in different forums. People from lecturer down are not doing much, so there needs to be more mentoring. The program has a link with the University of Wisconsin-Madison in science. It has sought links with other institutions and awaits responses. It is getting a proposal underway to the Poynter Institute. Monica is associate editor of the Journal of African Media Studies, and she encouraged her colleagues to make submissions to that journal.

V. LIST OF PARTICIPANTS

Centres of Excellence:

NAME INSTITUTION COUNTRY

Mozambican School of 1. Americo Mozambique Journalism Xavier 2. Monica Makerere University Uganda Chibita University of Nairobi Kenya 3. Wambui Kiai 4. Gabriel University of Stellenbosch South Africa Botma 5. Lynnette Rhodes University South Africa Steenveld 6. Fackson Rhodes University South Africa Banda 7. Sibusisu Rhodes University South Africa Mitshali 8. Alan Walter Sisulu University South Africa Weimann University of Technology, 9. Pedro South Africa Tshwane Diederichs Polytechnic of Namibia Namibia 10. Emily Brown

Centres of Reference:

NAME INSTITUTION COUNTRY

Daystar University Kenya 11. Levi Obonyo Department of Media Studies, University of Namibia 12. Fred Mwilima Namibia

Western Africa:

NAME INSTITUTION COUNTRY

Department of Mass Communication, University Nigeria 13. Ralph Akinfeleye of Lagos

14. El Hadji Media Centre, Dakar Senegal Ndiaye École supérieure des sciences et techniques de 15. Charles Cameroon l’information et de la Boyomo communication (ESSTIC)

16. Manka University of Buea Cameroon Tubuwe Eileen 17. Ato Africa University College of Ghana Amoaning- Communications Annan Department of Mass 18. Steven Communication, Lagos Nigeria Adesemoye Polytechnic

Département communication & Burkina Faso 19. Firmin Gouba journalisme de l’Université de Ouagadougou

Fourah Bay College Sierra Leone 20. Tonya Musa

Guest Speakers:

NAME INSTITUTION COUNTRY

UNESCO Headquarters France 21. Hara Padhy Consultant USA 22. Marry Marron UK/RSA 23. Foster-Pedley Consultant Rector of the Polytechnic Namibia 24. Tjama Tjivikua of Namibia

UNESCO Office in Namibia 25. Edem Adubra Windhoek

26. Michael Polytechnic of Namibia Namibia Tjivikua

27. Himesoora Polytechnic of Namibia Namibia Kaimu Namibian Qualifications Namibia 28. Franz Gertze Authority

29. Simphiwe University of Stellenbosch South Africa Sesanti 30. Jude Rhodes University South Africa Mathurine

Guests:

NAME INSTITUTION COUNTRY

UNESCO National South Africa 31. Lefika Chetty Commission South Africa Secretary General 32. Trudi Namibia Namibian National Amulungu Commission UNESCO Windhoek Namibia 33. Jaco du Toit 34. Elva Gómez De Polytechnic of Namibia Namibia Sibandze UNESCO Windhoek Namibia 35. Elzita Siebritz 36. Unomengi Polytechnic of Namibia Namibia Kauapirura 37. Bertha Polytechnic of Namibia Namibia Amakali 38. Francois Polytechnic of Namibia Namibia Andreas Namibia 39. Jaco Bekker Polytechnic of Namibia

V. PROGRAMME

JOURNALISM CENTRES OF EXCELLENCE IN AFRICA CONFERENCE 05 – 06 May 2009

Arrival of participants Tuesday, Day 1 08.00 – 09.00 Registration Official opening: Senate Chambers, PoN

Welcome Address by the Rector of the Dr. Tjama Tjivikua, Rector, 09:00 – 09:15 Polytechnic of Namibia Polytechnic of Namibia

Edem Adubra PhD. 09:15 – 09:30 Introductory Remarks by UNESCO Officer-In-Charge, UNESCO Cluster Office, Windhoek Mr Günwald 09:30 – 09:45 Introductory Remarks MISA Namibia Prof. Kingo Mchombu 09:45 – 10:00 Introductory remarks Dean: Humanities, UNAM 10:00 – 10.15 Refreshments Curriculum and Institutional Capacity Session 1 Moderator: Ms Monica Chibita, Senior Lecturer, Makerere University, Uganda Presentation on UNESCO Curriculum Model for Hara Padhy, PhD. 10:15 – 10:35 Journalism Education Programme Specialist, UNESCO, Paris 10:35 – 10:45 Discussions Africanisation of journalism curricula of Mr. Simphiwe Sesanti 10:45 – 11:05 journalism schools: A step towards developing Lecturer, University of Stellenbosch, a culture-sensitive global journalism RSA 11:05 – 11:15 Discussions Mr. Franz Gertze Director: NQA, Dr. Michael Tjivikua Director: CTL, PoN; Panel Discussion: Curriculum Reform – The Ms Himeesora Kaimu Need for Quality Assurance 11:15 – 12:15 Manager: QA, PoN Moderator: Ms Emily Brown, HOD: Media Dr. Fred Mwilima Lecturer: Media & Technology, PoN Information Studies, UNAM Dr. S.F. Nyathi Curriculum Specialist, UNAM 12:15 – 13:00 Discussions 13:00 – 14:30 Lunch Session 2 Development Strategy and Potential Moderator: Dr. Pedro Diederichs, Tshwane University, Pretoria, South Africa 14:30 – 14:50 Update on follow-up to the consultative meeting on Prof. Lynnette Steenveld Capacity Building for Potential Centres of Post-Graduate Excellence/Reference in Journalism Training in Africa, Coordinator Rhodes University, Grahamstown, RSA Rhodes University,

Grahamstown, RSA 14:50 – 15:00 Discussions 15:00 – 15:30 Strategies for Managing Schools of Journalism in Africa. Dr. Maria B. Marron President-Elect: ASJMC (Professor: Central Michigan University, USA 15:30 – 16:10 Group-work: Presentations on work done by the Journalism Centres and current status of strategic planning (Two groups: 1 x Francophone; 1 x Anglophone Group) 16:10 – 16:30 Refreshments 16:30 – 17:00 Feedback on group-work 17:00 – 18:00 Tour of UNAM Dr. Fred Mwilima 19:00 – 23:00 Braai at Aloe Restaurant, Polytechnic Hotel School Wednesday, Day 2 Professional and Public Service, External Links and Recognition Session 3 Moderator: Ms Wambui Kiai, University of Nairobi, Kenya Prof Fackson Banda, Strengthening Journalism Education in Africa SAB LTD-UNESCO Chair: (Preparatory work: Journalism Centres’ Meeting, 09 09:00 – 10:00 Media & Democracy September 2009, Rhodes University) Rhodes University,

Grahamstown, RSA Mr. Sibusiso Mtshali, Preparatory Work: World Journalism Education Projects Manager: Highway 10:00 – 10:30 Conference (WJEC) Africa, Rhodes University, Grahamstown, RSA 10:30 – 11:00 Refreshments Development Strategy and Potential (Continued) Session 2 Moderator: Dr. Pedro Diederichs Prof. Jonathan Foster- Pedley Strategic Planning of Potential Centres of Excellence in Professor: Innovation, 11:00 – 11:30 Journalism training in Africa entrepreneurship, creativity

School of Business: UCT, Cape Town, RSA Group-work: Presentations on work done by the Prof. Jonathan Foster- 11:30 – 12:10 Centres and current status of strategic planning (Two Pedley groups: 1 x Francophone; 1 x Anglophone Group) Prof. Jonathan Foster- 12:10 – 13:00 Feedback on group-work Pedley 13:00 – 14:30 Lunch Break Mr. Jochen Roth Tour of Polytechnic of Namibia 14:30 – 15:30 Media Technologist: IDF:

PoN How and where to teach key issues: A case study on new media Session 4 Moderator: Prof. Ralph Akinfeleye, University of Lagos, Nigeria Mr. Jude Mathurine, Presentation on Trends in New Media Teaching Lecturer/Coordinator: New 15:30 – 15:50 Media, Rhodes University,

Grahamstown, RSA 15:50 – 16:10 Discussions 16:10 – 16:30 Official Closure UNESCO 17:00 – 23:00 Desert Express Tour and Dinner

French Version: PROGRAMME PROVISOIRE DE L’ATELIER SUR LES CENTRES D’EXCELLENCE EN AFRIQUE

DATE 5 – 6 mai 2009

Arrivées des participants Mardi, Jour 1 Enregistrement 08.00 – 09.00

Ouverture officielle Mot de bienvenue par le recteur du Polytechnic de la Dr Tjama Tjivikua, Recteur, 09.00 – 09:15 Namibie Polytechnic de la Namibie Edem Adubra PhD. 09 :15 – 09 :30 Mots introductifs par l’UNESCO Bureau de l’UNESCO a Windhoek Mme Sandra Williams, 09 :30 – 09 :45 Mots introductifs MISA Namibie Prof Kingo Mchombu Doyen des sciences 09 :45 – 10 :00 Mots introductifs humaines, Université de la Namibie 10 :00 – 10 :15 Pause Le programme d’études en journalisme et vos capacités Session 1 Modérateur: Mme Monica Chibita, Universite de Makerere, Uganda M. Hara Padhy, PhD. Présentation du Programme d’études Modèle de 10:15 – 10:35 Spécialiste de programme, l’UNESCO UNESCO, Paris 10 :35 – 10 :45 Discussions M. SO Sesanti Africanisation du curricula de journalisme dans les Professeur, 10 :45 – 11 :05 écoles de journalisme : Un pas vers le développement Université de Stellenbosch, d’un journalisme sensible a la culture Afrique du Sud 11 :05 – 11 :15 Discussions M. Franz Gertze (Directeur Discussion du panel de la reforme de Curricula : Le de l’autorité de besoin de l’assurance de qualité qualifications namibiennes), 11:15 – 12:15 Modérateur : Mme Emily Brown, Chef de département, Dr Michael Tjivikua, Dr. Fred Media et Technologie, Mwilima et Dr S.F Nyathi (Université de la Namibie) 12:15 – 13:00 Discussions 13:00 – 14:30 Déjeuner Perspectives: projets de développement, stratégie et potentiel. Session 2 Modérateur:

Mise a jour de la suivi par rapport a la consultation Prof. Lynnette Steenveld, meeting on Réunion de consultation sur le Coordinateur de diplômes 14:30 – 14:50 renforcement des capacités des centres potentiels Université de Rhodes, d'excellence de formation au journalisme en Afrique a Afrique du Sud Grahamstown, Afrique du Sud

14 :50 – 15 :00 Discussions Planification stratégique pour des centres potentiels Dr. Maria B. Marron d’excellence de formation au journalisme en Afrique Président de l’ASJMC 15:00 – 15:30 (Professeur a l’université de Michigan, Etats-Unis d’Amérique Discussions Travail de groupe: Présentations sur le travail réalise par les centres et état actuel de la planification 15:30 – 16:10 stratégique (Deux groupes, un anglophone et l’autre francophone) 16:10 – 16:30 Pause 16:30 – 17:00 Présentation des travaux de groupe Dr. Maria B. Marron 17:00 – 18:00 Visite de l’université de la Namibie (UNAM) Dr. Fred Mwilima Barbecue a la Polytechnic de la Namibie (Aloe 19:00 – 23:00 Restaurant, Polytechnic Hotel School) Le service au public et aux professionnels, les liens externes et la réactivité. Mercredi, Jour 2 Modérateur: Prof Fackson Banda Renforcement de formation au journalisme en Afrique (Conférence préparatoire pour la réunion de Prof Fackson Banda, 09:00 – 10:00 l’éducation au journalisme 9 septembre, Université de Chaire UNESCO Université Rhodes) de Rhodes, Afrique du Sud

M. Sibusiso Mtshali, Préparation du Congrès mondial de l’enseignement du Gestionnaire de projet, 10:00 – 10:30 journalisme Université de Rhodes, Afrique du Sud 10:30 – 11:00 Pause Perspectives: projets de développement, stratégie et potentiel. Session 2 Modérateur: (Continue)

Prof. Jonathan Foster- Pedley La planification stratégique des centres potentiels Professeur : Innovation 11:00 – 11:30 d'excellence de formation au journalisme en Afrique entrepreneurs et créativité, School of Business, Universite du Cap, Afrique du Sud Prof. Jonathan Foster- Travail de groupe : Présentations sur le travail réalise Pedley par les centres et état actuel de la planification Professeur : Innovation 11:30 – 12:10 stratégique (Deux groupes, un anglophone et l’autre entrepreneurs et francophone) créativité, School of Business, Universite du Cap, Afrique du Sud Prof. Jonathan Foster- Pedley 12:10 – 13:00 Retour des groupes de travail Professeur : Innovation entrepreneurs et créativité, School of

Business, Université du Cap, Afrique du Sud 13:00 – 14:30 Déjeuner M. Jochen Roth Visite du Polytechnique de la Namibie Technologie de media 14:30 – 15:30 Polytechnique de la Namibie Ou et quand enseigner des concepts clés : Cas d’étude Session 4 des nouvelles medias Modérateur: M. Jude Mathurine, Présentation des nouvelles applications des nouvelles Professeur/coordinateur 15:30 – 15:50 medias de nouveau media Université de Rhodes, Afrique du Sud Discussion du panel sur les approches nouvelles des 15:50 – 16:10 nouvelles medias 16:10 – 16:30 Fermeture officielle UNESCO 17:00 – 23:00 Dessert Express Tour et dîner

VI. BUDGET

N$ 22 800 Expenditure on Consultants

N$ 35 391.61 Expenditure on Participants

N$ 1 000 Teaching Materials

N$ 16 400 Venue/s

N$ 34 920 Equipment &Translators (French x2days)

Estimated Funds Required N$ 10 569.20 Transport

(see details below) N$ 20 217.21 Catering

N$14 851 Entertainment

Other expenses, please specify – N$ 1 871.47  Gift/ souvenirs for Trainers  Flowers for venue, etc. N$ 158 020.49 TOTAL

N$34 000.00 Contribution by OSIWA

N$ 124 020.49 Total funds sought from UNESCO

Budget Breakdown

I. Consultants / Trainers (if known) Name of Consultant / Trainer Nationality

Prof. Maria Marron USA Prof. Jonathan Foster-Pedley RSA

Budgeted Expenditure on Consultants 1. Prof. Maria Marron Consultancy fees N$ 10 000 Subsistence allowance N$ 300 Daily allowance N$ 2000

Total: N$ 12 300 2. Prof. Jonathan Foster-Pedley Consultancy fees N$ 10 000 Cape Town International return taxi N$ 500 Total: N$ 10 500 Total I: (1-2): N$ 22 800 II. Participants / Trainees/Other Expenses

From where participants / trainees will be drawn From all the UNESCO potential Journalism Centres of Excellence and Reference in Africa Target Group: Participants/Trainee's position/profession Senior Journalism and Media Trainers

1. Budgeted Expenditure on Participants / Trainees Bed & Breakfast 9 participants kleines Heim N$ 10 098

Bed & Breakfast 11 participants Roof of Africa N$ 25 293,61

Total: N$ 35 391.61

2. Budgeted Expenditure on Entertainment Desert Express excursion x 35 N$ 13 851 Live Music for Braai N$ 1 000 Total: N$14 851 3. Budgeted Expenditure on Transport Airport transfers N$ 5 460 Hotel transfers N$ 3 868 City tour & Windhoek Train Station N$ 380 Prof. Foster-Pedley (WDH Airport) N$ 861 Total: N$ 10 569.20 4. Budgeted Expenditure on Catering Tea/Coffee/Sandwiches/scones 35 participants twice a day (2 days) N$ 20 217.21 Lunches 35 people (2 days) 1 Braai x 45 people (Aloe Restaurant Hotel School) Total: N$ 20 217.21 5. Budgeted Expenditure on Teaching Materials

Flip charts Writing pads N$ 1000 Pens

Total: N$ 1 000 6. Budgeted Expenditure on Equipment

Projectors Laptops N$ 6000 Cameras

Tapes Cartridges N$ 5000 DVDs

Other equipment : Translation equipment N$ 8 850 Other: French Interpreters + Vat 15% N$ 15 070 Total: N$ 34 920 7. Budgeted Expenditure on Venue Seminar rooms x 3 N$ 1500 p/d N$ 9000 Senate Chambers x 2 days N$ 3000 Computer lab N$ 2400 p/d x 2 N$ 4400 Total: N$ 16 400 8. Other Expenses Flowers N$ 488.75 Corporate Gifts N$ 1 382.72 Total: N$ 1 871.47 TOTAL II: (1-8) N$ 135 220.49 TOTAL I-II N$ 158 020.49

VII. MEDIA COVERAGE

http://www.namibian.com.na/index.php?id=28&tx_ttnews[tt_news]=54984&no_cache=15 June 2009

FULL STORY

06.05.09

Media left out of press freedom event

BY: THORSTEN SCHIER

THE United Nations Educational, Scientific and Cultural Organisation’s (Unesco) World Press Freedom Day celebrations are being held at the Polytechnic, an institution that does not allow journalists on its campus uninvited.

In a memo to security officers dated from October 2008, management informs security that “No members of the media are allowed on campus unless invited by Management”.

The Polytechnic of Namibia is hosting the two-day conference organised by Unesco to mark the May 3 event. Windhoek was chosen as the site of the conference as it was here that the Windhoek Declaration on Press Freedom Principles was adopted in 1991.

Hammered ut by African journalists during a Unesco seminar entitled ‘Promoting an Independent and Pluralistic African Press’, it was later endorsed by the Unesco General Conference. Subsequently the day of its adoption was marked as World Press Freedom Day.

The document lists abuses against the press that took place in African countries’ fights for independence and puts forward key principles on the freedom of the press and its role in functioning democracies. As a result, it was surprising not to see any journalists or editors among the delegates at the conference, which had the theme ‘The Potential of Media: Dialogue, Mutual Understanding and Reconciliation’.

The delegation consisted exclusively of journalism lecturers and NGO officials. The Media Institute of Southern Africa’s Gladwin Groenewald said in his opening statement that recent calls by African governments to curb private media were a huge concern for press freedom.

He said State media had been used during the colonial era as an instrument of repression while the private media had “liberated the people of Southern Africa”.

He mentioned the Namibian Government’s ban on advertising in The Namibian as an example of “an unfounded phobia of alternative voices”.

He said the ban “does not take into account the fact that state resources are national resources and cannot be attributed to a singular grouping”.

Groenewald said the increasing media regulation in Botswana as another big concern, as well as the South African government’s recent statements to move towards more media censorship.

He noted that Misa recorded 163 press freedom alerts in 2008, with the most serious being an acid attack on a Tanzanian journalist, the closing down of Harvest FM radio station in Lesotho and the arrests and newspaper burnings in Zimbabwe.

The rest of the first day’s proceedings of the conference were used to discuss curriculum challenges and reviews to achieve journalistic centres of excellence in Africa.

To facilitate the growth of such centres, Unesco recently presented a global model curriculum for journalism studies, which is supposed to give guidance to institutions on what to include in their learning programmes.

The model curriculum was compiled with the help of over 100 journalism educators, professional bodies and journalist networks

It emerged from the conference that a big part of what is holding institutions back is tight regulation by governments in terms of course content.

Delegates from Ghana and Nigeria for example related that it is common practice for central government organs to closely define the content of curricula at journalistic institutions there.

This is in contrast to South Africa, where Lynette Steenveld of Rhodes University in Grahamstown said her department is free to choose and change curricula easily.

Namibia seems to fall somewhere between these two poles, with the Namibia Qualifications Authority imposing certain basic outcomes on institutions which they are then free to meet however they choose.