training

1. training to strengthen the African media circuit Guy Berger, Rhodes University

2. What training is on offer 1

3. The train-scape • Lots of training is being done, but some cynicism is emerging. • Total picture = fragmented: (Tertiary, NGOs, private, industry itself). Not much follow-up or assessment of actual impact. Disconnect between short courses, diplomas and degrees. No overall ladder of learning.

4. Types of media covered 2

5. The gamut … We cover lots of media platforms • But NEW MEDIA and CONVERGENCE is neglected; • A gap: BUSINESS training; What about: “Change Management” – Govt Media to Public Media?

6. Industry? Skills or theory? 3

7. Hands and heads Yes, training needs to serve industry – the skills needed to work in today’s newsrooms. But we also need more open-ended “education” – to invent the skills for tomorrow.

8. Continuous learning? 4

9. Can always learn more … • Sequential and ongoing learning; • Needs training policy & staff development strategy; • Absence from workplace: • must deal with it. • Use of online – needs exploring.

10. Certification 5

11. Attendance or competence? It’s about Quality Control • Education institutions are a resource = a focus on outcomes, and also methods. Tertiary can also contribute research, so teaching can go beyond past anecdotes, contributing proper case studies, international experience, and futuristic.

12. Training trainers 6

13. Fast changing world, so • Keep up with hybrid identities, global dynamics, policy, technology, story-telling methods, gender, African integration, debt relief, Aids, bird flu. • Good journos vs Good teachers • Teaching is its own art & science: curriculum, assessment, pedagogy, learning styles.

14. Assessment & evaluation 7

15. Evaluation AND impact Evaluation: how did it go? Impact is more complex: • On individuals, newsrooms, media output, country? • Over what period of time? • Where exactly – Knowledge? Understanding? Skills? Attitude? Practice? and: “Return on investment” (so what)?

16. Linkages with industry 8

17. Relationships Deepen – but don’t expect harmony. Critique should flow in both directions. It shows two institutions & activities taking cognisance of each other. Common ground – like ADVOCACY.

18. Who pays? 9

19. Developers & developees Paradigm of givers:receivers. BUT: • receivers are giving donors solutions; • receivers are not in deficit; • and some do pay a bit (eg. students); Yet – 99% training is subsidised by someone. - Trainees do receive, so “pay-back” is needed. AND: need scholarships for high-level expertise, substantive learning to compete in global Knowledge Society.

20. 3 proposals 10

21. Feasible interventions • Networking to share trainer experience – include properly researched papers and case studies; SAMTRAN • Ensure that owners/editors become the active third leg of the triangle, so that it is not just a learner and trainer relationship; • Scholarships for senior staffers to spend a year to develop their knowledge and skill levels through obtaining high-level qualifications.

22. In summary • Ladder of learning; • Online & business & change skills; • Add education onto training; • Training policies needed; • Competence-based certificates – tertiary instits; • Empowering trainers continuously; • Evaluate but also more on Assessing Impact; • Costs: pay-back principle; • Triangle. Network. Scholarships;

23. Thank you