Challenges for University Journalism Education in Kazakhstan Alma-Ata+20 Conference David H. Mould, Professor Emeritus, Media Arts and Studies, Ohio University, U.S.A.

Overview 1.Academic vs. media industry needs 2.Challenges for regional universities 3.Adapting to the Bologna Process 4.Journalism competencies 5.Media industry and resources 6.Impact of media convergence 7.Lack of independent student media

Academic vs. Media Industry Needs Under Soviet system, journalism a subfield of philology (literature and language) Many journalism teachers lack practical experience or skills in journalism Universities and Ministry of Education and Science want teachers with advanced degrees, active in scholarly research Media industry wants students to be taught practical skills

Academic vs. Media Industry Needs Most working journalists lack advanced degrees so are not hired to teach Enrollment in Kazakh-language journalism tracks increasing, but lack of qualified teachers More qualified teachers in Russian-language tracks, but enrollment declining

Challenges for Regional Universities 2011 proposal to offer journalism at only two institutions—Kazakh National University and Eurasian National University—opposed by regional rectors Centralization would provide graduates for government and corporate communication but weaken regional media High cost of education and living in Almaty and Astana; more cost-effective to educate journalists in regions

Adapting to the Bologna Process Introduction of European Credit Transfer System (ECTS) to improve student mobility Measurement of student achievement based primarily on time spent in class, not on journalism competencies Limited time for practical work outside class— research, writing, journalism projects Curriculum revisions to add electives Limitations of group system

Journalism Competencies Bologna “tuning” process for each discipline Competency models: – European Journalism Training Association Tartu (Estonia) Declaration (2006) – World Journalism Education Congress (2007) – UNESCO Model Curricula for Journalism Education (2009) – Competencies in information-gathering, critical thinking, news judgment, ethics, law, writing, role of media in society

Media Industry and Resources Few media organizations invest in universities Most professional training conducted by media NGOs and donors, not the industry Lack of textbooks and library resources Limited computer and Internet facilities at some universities Increase in number of free, downloadable Russian-language journalism resources; fewer Kazakh-language resources available (see UNESCO Model Curricula)

Impact of Media Convergence Economic and technological convergence has made distinctions between media less significant Future journalists need knowledge and skills to work in all media Converged news requires a converged journalism curriculum focusing on core competencies

Student Media Provide opportunities for students to gain practical experience—not only in journalism but in managing a media business No tradition of independent student media in Central Asia, with financial and editorial control by university administration Student media rarely provide analytical coverage of institutions, but instead focus on “soft” news