Towards a Competency-Based Continuing Education for Myanmar Journalists

Towards a Competency-Based Continuing Education for Myanmar Journalists By Ramon R. Tuazon President, Asian Institute of Journalism and Communication Manila, Philippines

“Without a free press, there can be no political democracy. No journalism, no democracy.” James Carey, Columbia University School of Journalism quoted in B. Kovach and T.Rosenstiel, 2001, The Elements of Journalism

Lessons from the Philippine Experience • The Philippine media system provides useful lessons for governments in transition. • The Philippine press was shackled for over a decade (1972-1986). • The news media was timid and subservient to “powers-that-be.” • News media content focused on “the true, the good and the beautiful.”

…Lessons from the Philippine Experience • Sectors of the news media persevered and continued the struggle for freedom and independence. • The peaceful People Power Revolution of 1986 restored democratic space almost overnight. • The immediate years after the People Power Revolution were a period of transition from years of “guided journalism” to free and responsible journalism.

…Lessons from the Philippine Experience • Initial difficulties encountered by journalists during the transition • Some journalists and editors accustomed to the “press release” mentality • Difficulty in giving up “entitlements” they are accustomed to during the Marcos regime • “Envelopmental” journalism perpetuated during the Marcos years

…Lessons from the Philippine Experience • …Initial difficulties encountered by journalists during the transition • Practice of investigative journalism and in-depth reporting was stunted • Some journalists were accused of being irresponsible and licentious • The “powers-that-be” took media criticism as a personal affront which had to be dealt with outside the confines of the legal system.

…Lessons from the Philippine Experience • The challenges were not only in terms of skills but more important, mind-sets, including values and attitudes of journalists. • Capacity building through continuing education provided the mechanism by which journalists were able to cope with or work best in the newly regained democratic space.

Continuing Education for Professional Development • Continuing education is pursued through formal education and nonformal/nondegree courses. • Formal education is through the college or university system • Nonformal/nondegree courses are offered by diverse institutions, e.g., press institutes, professional media associations, nongovernment organizations, and even information ministries. • Competency-based education has emerged as the preferred paradigm in planning and pursuing continuing education

…Continuing Education for Professional Development • Characteristics of competency-based and outcomes-based education: • Learner-centered approach • Results-oriented • Focuses on what learners should be able to know, understand and demonstrate • Describes clearly the essential, significant, and meaningful role performances that learners must demonstrate

…Continuing Education for Professional Development • Competency refers to sufficiency of abilities, knowledge, skills and behavior that enable an individual to perform effectively in a situation or job. • Defining competencies (and outcomes) should precede any program or project intended to develop or enhance journalistic skills. • Identifying desired competencies should follow a consultative process • Competencies should also be benchmarked with international standards

…Continuing Education for Professional Development • The UNESCO Model Curricula for Journalism Education outlines the core competencies of a professional journalist: • Competencies of general knowledge and intellectual ability • Professional techniques of research, writing, editing, design and production • Use the tools of journalism and to adapt to new technologies and innovative practices

…Continuing Education for Professional Development • The UNESCO Model Curricula for Journalism Education outlines the core competencies a professional journalist: • Professional understanding, including ethics • Knowledge of journalism’s role in society, including journalism’s history • Organization of the news media, and laws circumscribing journalism practice • Knowledge of best practices in journalism

…Continuing Education for Professional Development • The competencies are categorized under three headings: • Professional Standards (inclusive of research and writing skills) • Journalism and Society • Knowledge

…Continuing Education for Professional Development • The Competence Goals of the 2006 Tartu Declaration of the European Journalism Training Association • Reflect on the societal role of and developments within journalism • Find relevant issues and angles, given the public and production aims of a certain medium or different media • Organize and plan journalistic work

…Continuing Education for Professional Development • …The Competence Goals of the 2006 Tartu Declaration of the European Journalism Training Association • Gather information swiftly, using customary newsgathering techniques and methods of research • Select the essential information • Structure information in a journalistic manner • Present information in appropriate language and an effective journalistic form

…Continuing Education for Professional Development • …The Competence Goals of the 2006 Tartu Declaration of the European Journalism Training Association • Evaluate and account for journalistic work • Cooperate in a team or an editorial setting • Work in a professional media organization or as a freelancer

Formal Schooling in Journalism • “Is the most exacting profession of all – the one that requires the widest and the deepest knowledge and the firmest foundations of character – to be left entirely to the chances of self-education? Is the man who is everybody’s critic and teacher the only one who does not need to be taught himself? • Joseph Pulitzer, Planning a School of Journalism: A Basic Concept in 1904, • The North American Review, May 1904,

…Formal Schooling in Journalism • The UNESCO Model Journalism Curricula believes that journalism students in university programs qualify not only in journalism but also in a separate academic field. • The courses in the bachelor’s program were categorized into three axes. • Professional Practice: 40% • Journalism Studies: 10% • Arts and Science: 50%

…Formal Schooling in Journalism • The model curricula provide that reporting and writing courses are developed within four tiers: • Tier 1: Basic news and feature stories • Tier 2: In-depth journalism (including investigative journalism) • Tier 3: Specialized journalism (correspond to journalism beats, e.g., Economics and Business, Arts and Culture, Politics and Government, Science and Health, International and Development, etc.) • Tier 4: Analytical and opinion writing

…Formal Schooling in Journalism • 2007 BA Journalism Curriculum of the University of Yangon • First Year/Semester-1 • Module JNL1101-Newspaper History and Concept • Module JNL 1102-Interesting Facts about Media • First Year Semester-2 • Module JNL1103-Newspaper Production Process • ModuleJNL1104-What is News

…Formal Schooling in Journalism • …2007 BA Journalism Curriculum of the University of Yangon • Second Year/Semester-1 • Module JNL2101-Photo Journalism • Module JNL 2102-Translation for Newspaper • ModuleJNL2103-Press Industry • Second Year/ Semester-2 • Module JNL2105-Feature Writing • ModuleJNL2106- Editorial Writing/composing poems/newspaper cartoons • Module JNL2107-Press Industry

…Formal Schooling in Journalism • …2007 BA Journalism Curriculum of the University of Yangon • Third Year/Semester-1 • Module JNL3101-Covering Breaking News • Module JNL 3102-Journalism • Module JNL3103-Radio Broadcasting • Module 3104-TV Journalism • Third Year Semester-2 • Module JNL3106-The Media World • ModuleJNL3107-The Newspaper Production • ModuleJNL3108- MRTV3 (English Language International Channel) • Module3109-The Effects of Information Technology

…Formal Schooling in Journalism • An initial review of the undergraduate journalism curriculum of Yangon University would reveal the following: • List of courses for the 3-year curriculum reflects a slight advantage for professional practice courses (10 courses) over journalism studies (8 courses) • Courses on Arts and Sciences are not listed (unless the curriculum provided did not include courses in this area) • Almost all of the reporting and writing courses can only be classified under Tier 1

…Formal Schooling in Journalism • …An initial review of the undergraduate journalism curriculum of Yangon University would reveal the following: • There were no courses which can be classified under Tier 2 and Tier 3 • Only one course can be classified under Tier 4 but this is “combination” course, i.e., Editorial Writing/Composing Poems/Newspaper Cartoons • Multimedia/online journalism still has to be introduced as a distinct course • Placement/internship/work experience was not mentioned in the curriculum provided

…Formal Schooling in Journalism • Adopting the UNESCO Model Curricula for Journalism Education presents some major challenges: • Maintaining a balance between the practical and the academic • Qualifications of professors to teach prescribed subjects including the advanced/specialized courses • Attracting and keeping competent and available practitioners to teach in journalism schools • Accessible/available learning resources, e.g., books included in the model syllabi

…Formal Schooling in Journalism • Major possible obstacles in the adoption of the model curricula: • Political considerations in media operation • Tight government controls over higher education curricula and absence of academic freedom • Economic barriers such as inadequate funds for technology, books, facilities, scholarships, and instructor salaries • Limited journalism job opportunities with domestic media.

…Formal Schooling in Journalism • Some perceive the model curricula as western-centric and dependent on western texts and supplemental materials • Equal opportunities given to women who want to pursue a career in journalism. Only a few get employed in media outfits much less occupy senior (managerial) positions.

Nonformal Education Mechanisms and Platforms • Lifelong learning can be pursued systematically through well-planned nonformal education programs. • Distance and online learning has emerged as an option for continuing education. • Distance education favor working journalists who do not have time to attend regular classroom-type classes.

…Nonformal Education Mechanisms and Platforms • A 2009 Country Report on Journalism Education and Training in Myanmar reported that there has been limited “systematic journalism training for a long time.” • The Myanmar Writers and Journalists Association (MWJA), takes the lead in offering short-term nondegree courses for young journalists from the private sector.

…Nonformal Education Mechanisms and Platforms • Press Institutes • National press institutes established in many countries provide a credible venue for professionalism, • The Philippine Press Institute (PPI) conducts training in journalism and newspaper management; publishes books and instructional materials; sponsors the annual Community Press Awards; and represents the newspaper industry in policy discussions. • The Cambodia Communication Institute (CCI) offers short-term journalism courses while the DMC offers a 4-year Bachelor’s Degree in Media Management.

…Nonformal Education Mechanisms and Platforms • Media Watch Groups • Media watchdog group can also play a key role in enhancing professional standards. • Media monitoring • Publications • Awards and grants for investigative and explanatory stories • Training courses • Policy advocacy

Action Agenda for Continuing Education of Myanmar Journalists • The following are recommendations at the national level: • Development of desired competencies for local journalists as basis for continuing education programs using international benchmarks • Review of the BA Journalism Curriculum of the University of Yangon • Development and sharing of local teaching-learning resources

…Action Agenda for Continuing Education of Myanmar Journalists • …The following are recommendations at the national level: • Provide teaching and training skills to experienced working journalists • Exposure of journalism educators to journalism work through industry-academe partnership • Creation of independent and autonomous media nongovernment organizations, e.g., press institute, press council, watchdog organization

…Action Agenda for Continuing Education of Myanmar Journalists • The following recommendations may be pursued at the regional (ASEAN) and Global levels: • Reactivation of the ASEAN Network of Journalism Educators • Development and (online) sharing of Asian teaching-learning resources • Internship program for journalism educators and journalists

…Action Agenda for Continuing Education of Myanmar Journalists • …The following recommendations may be pursued at the regional (ASEAN) and Global levels: • Scholarship and fellowship grants for qualified journalists and journalism educators • Exchange of best practices on curriculum planning, development, and implementation using the UNESCO Open Education Resource (OER) • Online continuing education of journalists and journalism educators

…Action Agenda for Continuing Education of Myanmar Journalists • …The following recommendations may be pursued at the regional (ASEAN) and Global levels: • Creation of an “army of volunteers” (i.e., journalism professors and experienced journalists) who could be called upon and deployed to conduct a series of workshops for journalists in developing countries and emerging democracies. • Revisit the proposal to identify Centers of Excellence in Journalism Education and Training (CEJETs)

Appendix A UNESCO Journalism Competencies • Appendix B Tartu Declaration of the European Journalism Training Association, • Appendix C Distribution of Journalism Courses at Yangon University according to UNESCO Axes

Towards a Competency-Based Continuing Education for Myanmar Journalists