Guy Berger, Rhodes University

1
training
to strengthen the African media circuit

• Guy Berger, Rhodes University

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What training is on offer

• 1

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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 todays newsrooms.
• But we also need more open-ended education to
  invent the skills for tomorrow.

8
Continuous learning?
4
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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?

• Its 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.

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Training trainers

• 6

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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

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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)?

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Linkages with industry

• 8

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Relationships

• Deepen but dont expect harmony.
• Critique should flow in both directions.
• It shows two institutions activities taking
  cognisance of each other.
• Common ground like ADVOCACY.

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Who pays?

• 9

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Developers developees

• Paradigm of giversreceivers.
• 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.

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3 proposals

• 10

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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.

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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

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Thank you