The increasing use of new media technologies has serious consequences for journalism. Besides the rather obvious falling newspaper circulations and consumption of radio and television, technology has seen off numerous journalism jobs. This seemingly obvious consequences of technology means newsrooms and classrooms have to continually innovate to survive.

Even though the employment of technology has positive implications for media and training, and improves the quality of journalism due to the speed of collection, production and distribution of journalistic products, particularly information/news, it introduces new problems in society. Issues of job losses, journalism education, and the relationship between industry and institutions of higher learning all come into focus when critically looking at the application of technology. Yet, journalism education continues to grow.

This is based on the fact that many universities and other institutions of higher learning have recently introduced journalism courses to cater for the demand from students and even industry.

This means that journalism is still highly valued despite the notion that people now rely less on traditional channels of information distribution. This arises because people particularly in Africa continue to rely a lot on ‘old’ media, more specifically radio, for their information. Given the digital divides, and sometimes differentials in qualities of use of ‘new’ media, newspapers, radio and television are important and the role in political and democratic process should be appreciated and celebrated.

But how can we journalism training more relevant to Africans and African students? Is ‘de-Westernisation’ or ‘Africanisation’ of curricula the answer? Some suggested that answers be sought elsewhere. China was cited as a good example.

Although this was the topic of discussion in a research paper session on Pan-African Perspectives, it was not clear whether such a move was possible given the acceleration of globalisation, and internationalisation of education. Even then, it was important that students engage more with issues related to Africa.

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