Comparison Of Journalism Education In Nigeria Between The Polytechnic And University

Comparison Of Journalism Education In Nigeria Between The Polytechnic And University
Abstract
This study examined the comparison of journalism education in Nigeria between the polytechnic and university, using Osun State Polytechnic Iree and Lagos State University as case study. In carrying out this study, the survey research method was used. With stratified sampling technique, the higher institutions in Nigeria were divided into two: Polytechnic and University. The research relied on questionnaires, observation and interviews to generate primary data while the secondary data was gotten from existing text. The population of study was the students and lecturers working journalist in the selected Universities. The study found that some universities award B.A. degree in Journalism while some award B.Sc. degree.
Also, the nomenclature of the degrees influenced the designing of the training programmes offered by the University and Polytechnic. For instance those that award B.Sc. emphasize credit passes in Mathematics with less emphasis on Literature while those that award B.A lay more emphasis to Literature and less to Mathematics. Generally, the training programmes in the selected tertiary institutions are of a high quality in scope and contact although more emphasis should be given to practical training than to theory. Based on these findings, the work went ahead to recommend that all Universities offering training programmes in Journalism should have functional studios and as a matter of fact they should apply for license to operate their own campus Broadcast outfit. They should also sustain and strengthen the media attachment course in their programmes
Table Of Contents
Preliminary Page(s)
- Title
- Declaration
- Approval
- Dedication
- Acknowledgement
- Abstract
- Table of Content
Chapter one:
Introduction
- 1.1 Background of the Study
- 1.2 Statement of the Problem
- 1.3Objective of the Study
- 1.4 Significance of the Study
- 1.5 Research Questions
- 1.6 Theoretical Framework
- 1.7 Definition of Basic Concept
Chapter Two:
Literature Review
- 2.0 Introduction
- 2.1 Background of Media Education in Nigeria
- 2.2 Careers in Journalisms
- 2.3 Journalism as a Profession
- 2.4 Challenges confronting journalism in Nigeria
Chapter Three:
Methodology
- 3.1 Research Design
- 3.2 Description of the Research Population
- 3.2 Sample Size and Sampling Techniques
- 3.4 Techniques of Data Collection
- 3.5 Techniques of Data Presentation and Analysis
- 3.6 Limitation of Study
Chapter Four:
Data Analysis and Presentation
- 4.1 Presentation and Analysis of Data
- 4.2 Discussion
Chapter Five:
Conclusion and Recommendations
- 5.1 Summary
- 5.2 Conclusions
- 5.3 Recommendations
- Bibliography
- Appendix
Chapter One
Introduction
1.1 Background To The Study
Debates on the superiority or inferiority of university-trained versus polytechnic-trained journalists have been rife among stakeholders in the Nigerian media environment. Although the debates have remained largely on the informal plane of social discourse, the views of the various parties have been as loud as though there are empirical facts to supporttheir claims. This study is an empirical investigation of the subject.
In this study, we present the result of a comprehensive comparative analysis of study programmes or curriculum of tertiary institutions in Nigeria train journalists. My decision to study this aspect is borne out of my experience in media training in Nigeria Universities. I vehemently believe that the level of enlightenment and quality of entertainment the society gets from the media depends on the quality of training that those at package media software received. A survey of global literature will reveal various terms used to describe the press – like watch dog, the voice the voiceless, etc. (Daramola, 1990:28).
It is also known as the 4th estate of the realm” after the executive, judiciary and legislature (Denneberg; 1976:18). All these expressions no doubt, depict the sociological value of the media in society. It is no secret at a lot of people depend on the media for further education on contemporary social issues. According to Njoku (2002:14) before the journalists can properly inform the public, they must first be properly informed. And being well informed here hinges on the quality of training and education received by this crop of men and women, who cross the land everyday to ensure that the society is well-informed, entertained and educated. One wonders the kind of education one gets from a half educated man. This study hopes to realistically picture the kind of journalistic training available in Nigeria today.
However, fortunately or unfortunately, there had been no formula for automatically producing successful journalists. No amount of reading,attending lectures, or practicing can ensure automatic success. Success comes through proper adaptation and combination of the above factors together with the various human qualities. In general, there are two schools of thought on the subject of training Mass Communicators — one emphasizes mechanics or technicalities or literary ingenuity Hyde (1976:24). The other largely ignores mechanics and substitutes a strong emphasis on communicating ideas, regardless of skills Flesch (1972:86). Since good journalism has resulted from both approaches, this study will look at the possibilities of combining both.
In general, the term mass media refers to institutions that are in business to educate, inform, persuade and entertain large numbers of people. The largest of mass media fields are newspapers, television, radio, magazines, book, film, advertising agencies, public relation firms, wire services, freelance photography, graphic arts, the internet and the Information and Communication Technology (ICT) (Baran, 2004:65). Universities in Nigeria frequently use journalism to label departments or schools that specialize in preparing students for jobs in various mass media fields. These programmes can offer training in the practical aspects of communicating as well as courses on the theories and psychology of human communication, from simple conversation to worldwide networks.
A student majoring in Journalism is required to take several courses, which cover the basics of Journalism. A 1990 study conducted for the Dew Jones Newspaper Fund in America found that 75%percent of journalists hired are Journalism majors Ghiglione, 1992:13). In Nigeria, the National Universities Commission (NUC) that accredits University and Polytechnic programs requires universities to ensure that graduates have taken a total of 163 credits before graduating (NUC: 2003: 54).
1.2 Statement Of The Problem
By virtue of their level of influence on society, mass communicators are supposed to be one of the best-trained professionals. But unfortunately, practical evidence shows that they are not. Journalism is a very highly essential and sensitive service to the society that training should be the best and the concern of all in the society. It is one profession that Practitioners cannot hide from the glare of the society. The society relies on it for further education, continuous and continual information and entertainment (Daramola, 1990:30). While it will be redundant to ask other professional groups what they studied, such question is far from being obvious in the case of journalism in Nigeria. The continuing dilemma for those pushing for professional status for journalism to note that it has no single set of procedure or requirement for certifying its practitioners. Moreover, as we shall see later on, there is little agreement among those current practitioners and the training institutions as to how specifically to go about becoming a mass communicator. The statement of the problem is that intending journalist do not have the training they need to function effectively and training programmes in universities appear not to be adequate to give them the necessary exposure they need.
1.3. Purpose Of The Study
The study is basically to evaluate the level of comparison of Journalism education in Nigeria between the Polytechnics and Universities and to proffer solution to the problem of Journalism education in Nigeria. The following are the specific objectives of the study:
- To examine the adequacy of the present curriculum in Journalism and training in both Nigerian Universities and Polytechnics?
- What is the ratio between theoretical and practical training the institutional programmes?
- What are the personality traits expected of trainee mass communicators?
- What areas would students of Journalism in both Nigerian Universities and Polytechnics be encouraged to take elective from?
- Which aspects of the training need more emphasis to ensure smooth transition from the classroom to the newsroom?
1.4. Significance Of The Study
The significant of this research work is to know the level of comparison of Journalism education in Nigeria between polytechnics and Universities.
The importance of a study on how the occupational group most directly responsible for the day-to-day information needs of our society is trained cannot be over-emphasized. The study provided accurate information on the nature of journalistic training in contemporary Nigeria. As Johnstone (1976:65) puts it, news-media journalists are the occupational group currently very much in the public eye. Therefore, an insight into how they are trained is of great significance to the society.
Furthermore, the significance can be seen in the fact that there will be an addition to a body of relevant literature in journalism practice that would be a reference point for reading and research.
Also one of the problems that most potential Journalism students face is the issue of which the Nigerian universities are offering the programme. So the study provides them with information on these universities that will help them make wise choices. In addition, practicing mass communicators will be informed on how and where they can get themselves trained and retrained for their job in this 21st century.
1.5.Research Questions
- How adequate is the present curriculum in Journalism and training in both Nigerian Universities and Polytechnics?
- What is the ratio between theoretical and practical training the institutional programmes?
- What are the personality traits expected of trainee mass communicators?
- What areas would students of Journalism in both Nigerian Universities and Polytechnics be encouraged to take elective from?
- Which aspects of the training need more emphasis to ensure smooth transition from the classroom to the newsroom?
1.6 Theoretical Framework
The field of educational psychology is loaded with a lot of theories that have to do with learning processes. Educational psychology is concerned with learning and adjustment in schools. It makes recommendations on educational placement and work on educational planning team. It does research on teaching and learning Santrock (2001:124). It is therefore not out of place for this researcher to immerse himself in educational psychology in the task of coming up with an appropriate theoretical framework for the research work. Several of these theories under educational psychology have emphasized different factors responsible for attitude formation and attitude change. And education and training that is the crust of this work has as its objective attitude formation and change. For the purpose of this study, the researcher intends to use two theories for our theoretical framework to support the drive towards ensuring that our media practitioners are welltrained.
Observational Learning Theory
These are the observational theory. This theory also called imitation or modeling, is learning that occurs when a person (student) observes and imitates someone’s (lecturer) behavior. Bandura (1986:18) described four main processes that are involved in observational learning: attention, retention, motor reproduction and reinforcement. From this theory, it means that for learning or teaching or intellectual exchange to effectively take place in our universities that teach Journalism, should first attract the attention of the students. In order to reproduce a teacher’s action, the student must attend to what the teacher is saying or doing, which calls for concentration. The attention to the model/teacher is influenced by a host of characteristics like warm, powerful typical people command more attention than do cold, weak typical people. If journalism imbibes the principles of this theory, our teaching learning is likely to produce permanent change in behaviour. Commenting further on this theory, Bandura (2000:73) believes that if we learn only in such a trial-and- error fashion, learning would be exceedingly tedious and at times hazardous. Although we can also acquire knowledge, skills, rules, strategies, beliefs and attitudes through observation.
Gardner’s Theory Of Eight Intelligence.
Another working theory is Gardner’s theory of eight intelligence. Gardner (2002:93) believes there are eight types of intelligence. They are described below:
1. Verbal skill
The ability to think in words and to use language to express meaning. Occupations: Journalism,authors.
2. Mathematical skills
The ability to carry out mathematical operations.
3. Spatial skills
The ability to think three-dimensionally. Occupations: architects, artists,sailors.
4. Bodily Kinesthetic skills
The ability to manipulate objects and be physically adaptive. Occupations: surgeons, crafts people, dancers,athletes.
5. Musical skill
Sensitivity to pitch, melody, rhythm and tone. Occupation: composers, musicians and sensitive listeners.
6. Interpersonal skills
The ability to understand and effectively interact with others. Occupation: teachers, mental health professionals.
7. Interpersonal skills
The ability to understand oneself. Occupation: theologians,psychologists.
8. Naturalist skills
The ability to observe pattern in nature and understand natural human-made systems. Occupations: farmers, botanists, ecologists, landscapers.
Gardner believes that each of the eight intelligences can be destroyed by poor training. That each involves unique cognitive skills and that each shows up in instructional classes in which the teacher lectures and gives objective tests. Such arrangement often considers as smart students with good grades. Students who are high in creative intelligence often are not in the top rung of their class. (Sternberg 1999:104) says that many teachers have expectations about how to assess students. Students who are high in creative intelligence often are not in the top rung because they don’t give expected answers but unconditional although correct answers. Also, students who are practically intelligent often do not relate well to the demands of school. However, these students frequently do well outside of the classroom walls. Sternberg (1999:100) believes that a few tasks are purely analytic, creative or practical. Most tasks require some combination of these skills.
This theory was adopted because as we can see above, it can stimulate journalism educator to think more broadly about what makes up people’s intelligence and competence. And it is more appropriate here because Journalism is a practical-skill-oriented profession. This theory will motivate educators to develop programmes that instruct students in different domains.
1.7 Definition Of Basic Concepts
Comparative Assessment:
This is an attempt at bringing out the areas of common ground in the academic training programmes of some government owned universities on one hand the privately owned ones on the other and. Apart from the common grounds in the training programmes, this comparative assessment will also bring out areas of disparity. The target is to identify the SWOT (Strength, weakness, opportunity and treats) of each programme. These will enable for a proactive policy that will encourage and support the identified positive virtues and discourage or downplay the negative ones. To assess is to determine the usefulness or otherwise of something based on the inherent virtues and the needs that it is suppose to serve. And that is why assessment is not judgmental but seeks to bring out the inherent features of these training programmes without making any value judgment statement.
Journalism:
In this work, journalism is used synchronously with journalism. And we defined it as the institutionalized running record of a society, and the day-to-day representation of ongoing social process as filtered through the apparatus of the journalistic manpower.
Furthermore, journalism is seen as a social force that informs, entertains, delight, annoy and educate the public by moving their emotions, challenging their intellects, insulting their intelligence and help define and shape public relations (Baran: 2004:4).
Journalism Manpower:
It is important for our readers to have an idea of what journalism manpower is, since no profession is better than its empower. Here it is defined as all-news media personnel who have editorial responsibility for the preparation or transmission of new stories or other basic information. This edition embracing those whose principal responsibilities lie in news gathering, news, processing and editing; or supervisors and managers of news operation (Johnstone 1976:4). This journalistic manpower of our dream requires the following skill- ability, to talk or speak, write, listen,etc.
Education Training:
Education or training can be defined as a process that leads to the transformation of an individual. It involves passing through stages, that will lead to the acquisition of a skill that is not available to the person before the training started. Here we recognize two types of education or training, viz: formal and informal. Training is formal when it is acquired at the four walls ofthe classroom and going through detailed stages and with a minimum entry point requirement. This kind of education leads to what is called training-for-one’s job. Informal education occurs when in the process of working or interacting with people in society, the person acquires some skills that are necessary for ones continued existence. Here there is no procedure or formal states or entry requirements. This kind of education leads to what is called training on the-job.
In Nigeria we have about 48 public and private universities; and almost all of them offer training in journalism. The university is at the apex of the educational structure in Nigeria.
Public Universities:
In Nigeria, public universities are those owned and operated by either the Federal Government like the University Nigeria, Nsukka or those owned and operated by the State Government Delta State University, Abraka. These universities are under the direct control of the Ministry of Education. They are usually established by the tax-payers money; and that is why they are called public, because no one individual lays claim to its ownership. And trade unionism is tolerated in public universities and prominent among the trade unions are ASUU (Academic Staff Union of Universities), where incessant strikes almost led to the collapse of the public universities and greatly contributed to the growth of the private universities.
Private Universities:
These universities are private concerns, purely owned and operated by private citizens individually or in association. Prominent examples of such universities are lgbinedion University, Okada, Benson Idahosa University, Madonna University, Okija, The owners of these universities are usually the chancellors and no of trade unionism is allowed. And job security here is very low as any person can be thrown out any time. The profile and number of these universities is increasing and one interesting thing is that so far all of them have training programmes for journalism.
Chapter Five
5.0. Summary, Conclusion And Recommendations
Summary
This study was carried out on the comparison of journalism education in Nigeria between the polytechnic and university, using Osun State Polytechnic Iree and Lagos State University as case study. While in the years past, it was not at all uncommon for persons to enter the news media directly out of secondary school, today this type of apprenticeship route into the field is rare. The news media have increasingly restricted their recruitment to persons with tertiary education background and current indications are that this practice will continue and crease. There is no gainsaying the fact that in the journalism field today Nigeria, older journalists have had less formal schooling than their juniors, but their differential will become less pronounced as these in the Idest age group are replaced by succeeding cohorts. A number of shifts may also be observed in recent years in the type of university graduates at are being recruited into the News Media. Before now aspirants journalists who went to university were likely to have taken degrees in English and the humanities. However, this practice is changing as the number of higher institutions that offer formal training in journalism is creasing and professional associations geared towards the promotion of Journalism practice are being recognized by the authorities. Prominent among these authorities is decree 55 of 1988 that recognized and gave legal muscles to Advertising Practitioners Council of Nigeria (APCON) and decree 16 of 1992 that recognized and legalized the Nigerian Institute of Public Relations(NIPR).
The media have begun to recruit heavily from professional journalism schools. All in all, high level or degree of cohort differentiation characterizes contemporary Nigerian news room, those who have been in the field the longest may not have attended university at all and if they did, were likely to have focused on developing literacy skills; those in the middle stages of their careers are likelyto have been professionally trained; and hose just starting out are most likely to be liberal arts, social science Majors including Journalism.
Although journalists on the whole, recommend the same type of training they themselves obtained, it is interesting that there are substantial numbers who do not. This tendency is particularly noticeable in the Broadcast media, where many more newsmen recommend training in journalism than obtain it themselves, and in the wire services, where the reverse is true. Generally, mass communicators are divided between those advocating subjects matter specialization and those who recommend Preparation in a professional curriculum. Differences of opinion in this regard seem to be linked to the sector of the media in which a journalist. These discrepancies probably reflect differences in the kind of demands peculiar to various sectors of the news industry.
An overview of Journalism in Nigeria as an occupational field will reveal diver seen try routes and various levels and types of education and training that is available and vibrant, although there is room for improvement both practice and training. As such, one might well anticipate a high level of differentiation and segmentation among journalists of journalistic excellence and definition of professional responsibility Careers in news media journalism are marked by an absence of common beginning points or fixed entry routes. There are several different paths into journalism and Journalism One can decide to enter the field relatively early in life or relatively late. One can opt for professional training in the University or any of the higher educational institutions in Nigeria and abroad or one can decide to train on the job. This comes in form of in-service training practical workshops and refresher courses, etc.
Conclusion
One of the basic questions students ask about pursuing a career in Journalism is what university or higher institution should they attend. This initial question is a function of the level of human and material resources available in such places of training and learning.
We tried in this work to provide data that will enable students and prospective Mass Communicators decide whether to attend a government owned or privately owned universities. Furthermore, data are also provided onthevariousadmissionprocessesandtrainingsequenceobtainableintheseinstitutions. As we noted earlier under our discussion of findings, the various variables surrounding the universities that make up our case study with regards to their location; tuition fees, quality of instruction and admission procedures, quality of life are unique and capable of providing reliable information that can be of immense help to all stakeholders in the news media industry. We also provided in this work possible up-to-date list of institutions in Africa and Nigeria that offer courses and training in Journalism andjournalism.
Recommendations
One of the hallmarks of this study is that is has been able to reveal some of the things both material and human that must be in place if prospective journalists are to receive the necessary training and education they need to effectively and efficiently contribute their quota to the tasks of nation building and development. And it will be inconclusive to leave the situation at that without making some input on what can be done to better the situation on ground. Consequently, we humbly render the following recommendations based on our findings.
The Need for a Training-Newspaper
Writing for the school paper papers a student for the kind of writing that they will do when they enter the media industry. Not only did they learn how to write interesting editorials, informative news pieces and features, but they also horn their skills in interviewing editing and design and layout. Fuller 1992:21). As university students, the idea of a professional career seems a long way off. But getting involved in activities such as scholastic journalism can help to determine what direction they want to travel as they chart their future goals and career choices. Good clips from the university paper can also help show an editor your potentials.
Inception of Strong Internship Programme
It is recommended that students begin to obtain practical journalism experience as soon as possible. Freshman year is not too early to try for a part-time or summer job with a newspaper or broadcast media. Universities should recognize and uphold the practice of internship strongly in their programme.
It is so because internship gives student-journalists a chance to measure their skills in a professional arena. Internship strengthens skills and marketability as the student gradually transits from the classroom to the newsroom. Although according Mercer (1992:45) internship and Campus newspapering don’t pay well financially, they are invaluable experiences to any student interested in journalism. Not only do you feel the satisfaction from a good interview and well-written news but also begins to master the stress of deadline syndrome.
Maintenance of NUC Presence from our research finding, it is important to observe that without the presence of the National Universities Commission (NUC) most universities Faculties will turn secondary schools without much attention to professional and academic excellence and training. These university faculties are known to come alive any time the commission comes for accreditation of their courses and programmes. Oftentimes, the drive for acquisition of human and material resources that will make for efficient training is usually relaxed after the mission’s visitation. So if these visits become regular and stronger, it is eyed that most obsolete programmes will be shown the way out and the on ground made stronger. Below is the commission’s benchmark statement for Journalism training in both Nigerian Universities and Polytechnics.
Higher Education institutions in Nigeria should design and approve programme of study in Journalism.
- External Examiners and Academic Reviewers in Nigeria should verify and set minimum standard for the study of Journalism.
- Professional regulatory bodies such as the Nigerian Press Council (NPC), Advertising Practitioners Council of Nigeria (APCON), Nigerian Institute of Public Relations (NIPR), National Broadcasting Commission (NBC) and any other regulatory body should guide and regulat ethe professional content and competence of Journalism programmes in both Nigerian Universities and Polytechnics.
- In addition to their function, the National Universities Commission should continue to accredit and/or de-accredit Journalism programmes in Nigeria. They should also be fully empowered to set and review minimum standards in all Nigerian Universities mounting Journalism programmes. (NUC Benchmark Section 5.32. page54),
The Need for Functional Studio ‘
There is no gainsaying the fact that Broadcasting is the glamour of Journalism, that is, majority of the students who enter Journalism are attracted by the studio. A functional and efficient studio in the universities offering Journalism will not only advertise and popularize the course but will also give the students opportunity to sharpen their skills in Broadcasting. It is a little bit disturbing that none of our case universities has functional studio with a transmitter. It will not be out of place for the university authorities to procure licenses and equip the studios for the students to run regular broadcasting station as a training board.


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