Guy Berger, Rhodes

University

trainingto strengthen the African media

circuit

What training is on offer

1

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.

Types of media covered

2

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?

Industry? Skills or theory?

3

Hands and headsYes, 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.

Continuous learning?

4

• Sequential and ongoing learning;

• Needs training policy & staff development strategy;

•Absence from workplace: • must deal with it.• Use of online – needs exploring.

Can always learn more …

Certification

5

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.

Training trainers

6

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.

Assessment & evaluation

7

Evaluation AND impactEvaluation: 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)?

Linkages with industry

8

RelationshipsDeepen – 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.

Who pays?

9

Developers & developeesParadigm 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.

3 proposals

10

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.

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;

Thank you