Model curricula for journalism education for developing countries ...

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36 APPENDIX TO TARTU DECLARATION: COMPETENCE GOALS 1. The competence to reflect on the societal role of and developments within journalism – have a commitment to your society/community/audience and knowledge of societal developments; – have insight in the role and influence of journalism in modern society; – be able to develop a grounded point of view on the most important developments within journalism; – have an understanding of the values that underlie your professional choices: – be able to make grounded choices concerning your own development as a journalist. 2. The competence to find relevant and newsworthy issues and angles, given the audience and production aims of a certain medium or different media. – have the knowledge of current events and be able to analyse if a subject is both interesting and newsworthy enough; – know the possibilities of the medium or media you are working for, in order to determine whether or not the subject/angle is suitable; – know your audience well and be able to determine the relevance of a subject or angle for that audience; – be able to analyse public opinion and to stimulate debate. 3. The competence to organise and plan journalistic work – be able to make a realistic work plan; – be able to work under time pressure; – be able to adjust to unforeseen situations. 4. The competence to gather information swiftly, using customary newsgathering techniques and methods of research – have a good general knowledge and societal insight, especially in economics, politics and socio-cultural issues; – know all required sources, including human sources, reference books, databases, news agencies, the internet; – know how to use your sources and your own observation effectively and efficiently; – have the will and ability to balance your stories by using methods such as check/ double-check and balancing systematically; – have the will and ability to interact with your public in different ways, personally as well as with the aid of (new) media.
37 5. The competence to select the essential information – be able to distinguish between main and side issues; – be able to select information on the basis of correctness, accuracy, reliability and completeness; – be able to interpret the selected information and analyse it within a relevant (historical) framework; – be able to select information in accordance with the requirements of the product and medium; – be aware of the impact of your information on sources, the public and the public debate. 6. The competence to structure information in a journalistic manner – be able to use different types of structuring; – be able to fine-tune content and form; – be able to structure in accordance with the requirements of the product and medium; – be able to structure on the basis of relevance; – be able to structure on the basis of alternative storytelling techniques. 7. The competence to present information in appropriate language and an effective journalistic form – have an outstanding linguistic competence, oral as well as written; – be able to make information visual, for example in the form of images or graphics, and to present it in all kinds of combinations of words, sounds and images; – master the most important genres, including their style-techniques and basics of lay-out; – be able to work with relevant technical equipment and software; – be able to cooperate with technicians and know the possibilities of their instruments. 8. The competence to evaluate and account for journalistic work – have a clear image of the required quality of journalistic products; – be able to give a critical and comprehensible review of your own work and that of others on the basis of that clear image; – be able and willing to critically reflect on and take criticism of your work; – be able to explain and take responsibility for the choices you made with regard to sources, approach and execution; – be able to take responsibility for product as well as process on the basis of ethical standards.
Page 2 and 3: © UNESCO 2007 The designations emp
Page 4 and 5: Foreword Over the last few years, t
Page 6 and 7: Unesco Model Curricula For Journali
Page 8 and 9: visitors but as respected — and a
Page 10 and 11: 10 program could offer something mo
Page 12 and 13: 12 Second term Second year First te
Page 14 and 15: 14 Second term Third year First ter
Page 16 and 17: 16 write with more depth and style.
Page 18 and 19: 18 Second year First term Second te
Page 20 and 21: 20 COURSE DESCRIPTIONS Foundations
Page 22 and 23: 22 create pages for Web sites, uplo
Page 24 and 25: 24 Magazine workshop Students will
Page 26 and 27: 26 International journalism* Politi
Page 28 and 29: 28 and public health issues, with t
Page 30 and 31: 30 APPENDIX 2 Journalism Competenci
Page 32 and 33: 32 Journalists apply to statistical
Page 34 and 35: 34 country. • A knowledge of the
Page 38 and 39: 38 9. The competence to cooperate i
Page 40 and 41: 40 Good Reasoning Matters: A Constr
Page 42 and 43: 42 4. Chapter 1 and 2 of Mad Cows a
Page 44 and 45: 44 Required and recommended texts F
Page 46 and 47: 46 Daily assignment: Third set of a
Page 48 and 49: 48 from a science or social science
Page 50 and 51: 50 Required and recommended texts a
Page 52 and 53: 52 notes (50 - 100 words each) on 1
Page 54 and 55: 54 Pedagogical approach or method:
Page 56 and 57: 56 India, Oxford University Press,
Page 58 and 59: 58 Readings for Week 2: Excerpts fr
Page 60 and 61: 60 Class 2: The interface of religi
Page 62 and 63: 62 them through the reporting/writi
Page 64 and 65: 64 Students will turn in speech and
Page 66 and 67: 66 off a police report during class
Page 68 and 69: 68 Texts • Bernstein, Carl and Bo
Page 70 and 71: 70 Assignment: Students write a cri
Page 72 and 73: 72 Friedlander et al’s (2003) Cha
Page 74 and 75: 74 narrative/what_is.html) Other re
Page 76 and 77: 76 Interviews; Part 4, Interviewing
Page 78 and 79: 78 2. Lecture: The Judiciary Assign
Page 80 and 81: 80 Title of Tier 3 courses should r
Page 82 and 83: 82 Week 6 Development journalism. R
Page 84 and 85: 84 Readings for Week 27: Chapter 12
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86 instructor to develop analytical
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88 2 Lecture: What makes ‘good’
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90 18 Lecture: The interview in pri
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92 Number of weeks of course: 30 we
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94 Writing Assignment: Students wil
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96 Week 15 Class Activity: Discussi
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98 Week 28 Lecture: Internet, civil
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100 • Curran, James and Park, Myu
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102 Court. Assignment: coverage of
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104 statistic of the evolution of o
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106 Week 21 Seminar and workshop: O
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108 Grading and assessment protocol
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110 Communicating Uncertainty: Medi
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112 their perception of family plan
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114 filariass. (Guest instructor) A
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116 comprehensive and annotated web
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118 • Zbar, Paul B. & Orne, Peter
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120 situation. Seminar: practitione
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122 documentary keeping in view the
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124 Pedagogical approach or method
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126 Week 9 Seminar: Blogs and parti
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128 html), includes a reports on va
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130 Seminar: Should freedom of expr
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132 screenings and inviting guest s
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134 • Weaver, D. H., ed. The Glob
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136 http://www.rtnda.org/resources/
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138 Europe. Baltimore and London: T
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140 Week 9 Lecture: Functions of me
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142 Contributors
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144 Journalism, Austin, Texas 78712
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146 • Prof. Rosental Calmon Alves
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148 UNESCO Mr. Ramon Tuazon Ex-Cons
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