njoku - University Of Nigeria Nsukka

L.A.

A COMPARATIVE ASSESSMENT OF MASS COMMUNICATION EDUCATION

AND TRAINING IN NIGERIA UNIVERSITIES: A CASE STUDY OF FOUR

Chukwuma Ugwuoke

ii

. NJOKU



MASS COMMUNICATION

Chukwuma Ugwuoke

Digitally Signed by: Content manager’s

DN : CN = Webmaster’s name

O= University of Nigeria, Nsukka

OU = Innovation Centre



: Content manager’s Name

Webmaster’s name

a, Nsukka

iii

A COMPARATIVE ASSESSMENT OF MASS COMMUNICATION

EDUCATION AND TRAINING IN NIGERIA UNIVERSITIES: A CASE STUDY

OF FOUR UNIVERSITIES IN EDO AND ENUGU STATES.

BY

I.A. NJOKU

PG/MA/04/35727

Being a project submitted to the Department of Mass Communication,

University of Nigeria, Nsukka, in partial fulfillment for the award of

a Master of Arts (MA) Degree in Mass Communication

Supervisor: NNANYELUGO, OKORO

JUNE 2011.

iv

CERTIFICATION

This is to certify that the research project entitled: A Comparative Assessment of

Mass Communication Education and Training in Nigerian Universities: A Case

Study of UNN: UNIBEN, BENSON IDAHOSA UNIVERSITY and

IGBINEDION UNIVERSITY. Presented by I.A. Njoku has been found worthy to

be accepted in partial fulfillment for the award of a Master of Arts (MA) Degree in

Mass Communication.

___________________________ ________________________

Project Supervisor Head of Department

Okoro Nnanyelugo Okoro Nnanyelugo

________________________________

External Examiner

v

DEDICATION

This project is dedicated to the glory of God Almighty for the gift of the mental

and physical strength to overcome the spirit of procrastination. And to my family –

my wife, Joy, my Twins Arinze and Akudo; Chinaraekele and Izuchuwhu for their

support and care.

vi

ACKNOWLEDGMENT

My sincere appreciation and profound gratitude goes to my Supervisor Mr.

Nnanyeleugo Okoro whose brotherly advice, useful suggestion, constructive

criticism and patience in reading through the manuscript helped me a lot.

Also I give special thanks to the entire lecturers in the department for their ability

and capability of keeping the Jackson fire burning.

And to my classmates, I appreciate you all and to my colleagues in BIU may God

bless us. Amen.

vii

ABSTRACT

This study was undertaken to assess the training that students of mass

communication receive in Nigerian universities. That is, carefully identifying the

areas of strength and weakness of the various mass communication training

programmes in these Universities, and to see whether the nomenclature of their

degrees has any bearing on the designing of the training programmes. In carrying

out this study, I used the survey research method since I am not going to study all

the Universities in Nigeria that are offering training programmes in Mass

Communication. With stratified sampling technique, the Universities in Nigeria

were divided into two: Publicly owned and Privately owned. A sample of four

Universities was selected from the two broad groups, two from each group. 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 Mass

Communication while some award B.Sc. degree. Also, the nomenclature of the

degrees influenced the designing of the training programmes offered by the

University. 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 universities 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 Mass Communication 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. Furthermore they should put in place a

functional printing press to print their

viii

TABLE OF CONTENTS

Title page - - - - - - - - - - i

Certification - - - - - - - - - ii

Dedication - - - - - - - - - - iii

Acknowledgment - - - - - - - - - iv

Abstract - - - - - - - - - - v

Table of Contents - - - - - - - - - iv

Chapter one: Introduction

1.1 Background of the Study - - - - - - - 1

1.2. Statement of the Problem - - - - - - 7

1.3 Objective of the Study - - - - - - - 8

1.4. Significance of the Study - - - - - - 9

1.5. Research Questions - - - - - - - 10

1.6. Theoretical Framework - - - - - - - 10

1.7. Definition of Basic Concept - - - - - - 14

Chapter Two: Literature Review

2.0. Introduction - - - - - - - - 20

2.1. Background of Media Education in Nigeria - - - - 23

2.2. Careers in Mass Communications - - - - - 30

2.3. Journalism as a Profession - - - - - - 33

ix

Chapter Three: Methodology

3.1. Research Design - - - - - - - - 40

3.2. Description of the Research Population - - - - 41

3.2. Sample Size and Sampling Techniques - - - - 42

3.4. Techniques of Data Collection - - - - - - 44

3.5. Techniques of Data Presentation and Analysis - - - 45

3.6. Limitation of Study - - - - - - - 45

Chapter Four: Data Analysis and Presentation

4.1. Presentation and Analysis of Data - - - - - 47

4.2. Discussion - - - - - - - - - 57

Chapter Five: Conclusion and Recommendations

5.1. Summary - - - - - - - - - 60

5.2. Conclusions - - - - - - - - - 62

5.3. Recommendations - - - - - - - - 63

Bibliography - - - - - - - - - 67

Appendix I - - - - - - - - - - 73

Appendix II - - - - - - - - - - 77

1

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

The world is living in the era of public opinion, when the opinion of the

people counts so much in all aspects of human activity from government to

business. According to Lippamann (1972:20), the mass media play a very

important role in the formation of opinion. There is no way one can read and

practice Mass Communication without being noticed or without nf1uencing the

society. Studies on the mass media usually focus on one of the three related

problems: on the process by which mediated messages are generated; on the

message content itself; or on the diffusion of information through a population, and

its impacts on individuals, groups, or the society as a whole (Stone, 1976:43).

There are a few studies done African and non-Africans on this area. However the

volume of study is inadequate to properly eliminate the area of Mass

Communication

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

2

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

3

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.

I strongly believe that the proper training and education of Mass

Communicators is important because the dramatic explosion of knowledge in the

past few years requires adequate training of Mass Communicators for the 201st

century and beyond. More than ever before, we now have sophisticated media

consumers. What should one then study, if one intends to become a Mass

Communicator? From the little experience in the classroom, this question must be

answered in two ways. First, one should pursue subjects that will most quickly and

obviously prepare one for the job. Second, one should have a general background

in arts and sciences. As we will see when we will be comparing the curricula of

selected universities, we will see courses practiced under these two readings. And

sound Mass Communication education should emphasize both kinds of education,

as a way of appreciating the breadth of Mass Communication practice.

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,

4

graphic arts, the internet and the Information and Communication Technology

(ICT) (Baran, 2004:65). Universities in Nigeria frequently use mass

communication 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 Mass Communication is required to take several

courses, which cover the basics of Mass Communication. A 1990 study conducted

for the Dew Jones Newspaper Fund in America found that 75% percent of

journalists hired are Mass Communication majors Ghiglione, 1992:13). In Nigeria,

the National Universities Commission (NUC) that accredits university programmes

requires universities to ensure that graduates have taken a total of 163 credits

before graduating (NUC: 2003: 54).

At this point, additional discussion is necessary to clarify some of the

peculiar issues to Mass Communication training in Nigeria. The first of these

issues is the school or university perspective. In Nigeria, we have three categories

of universities that prepare students for journalism jobs. They are prominent

Federal Universities among them is the University of Nigeria. The second category

are the state owned universities, like Enugu State University of Science and

5

Technology; Delta State University, Abraka, etc. And finally, we have the

privately-owned universities who joined the chain in 2001 with the establishment

of lgbinedion University, Okada and Madonna University at Okija. It is from these

groups that we select our sample of study.

Furthermore, the nomenclature of the degrees offered in these universities

will be examined against the courses that they offer. How this defines the

programme will be looked at from the angle of their training tools. Many things

dictate that Mass Communicators be well trained in under to avoid societal

misinformation and disinformation and its ugly consequences.

Another issue we would like to bring forward is the seemingly over

stretching of the training facilities and manpower. It would have been a welcome

development to see the private universities join the training and education of mass

communicators but the private universities that are coming in their leaps and

bounds all offer Mass Communication programmes. However, the informal

implication of this is that the facilities available in Nigeria for training Mass

Communicators are being stressed to a point of ineffectiveness. The senior

manpower needed to groom these programmes to maturity is not there. We do not

have up to 20 professors of Mass Communication in Nigeria, but we have over

twenty universities offering Mass Communication. Those with doctorate degrees

are very few. They are the ageing crop of Nigerians that were lucky to have gone

6

to foreign institutions in those days and acquired the degree. Unfortunately, they

have not been mindful of the future of Mass Communication education. It is

however gladdening to then generation universities like Benue State lnamdi

Azikiwe University, Awka have Doctorate Degree programmes.

However, our major concern in this study is the bachelors degree

programmes and other basic training programmes available in Nigeria. Experience

reveals that the training of journalists in Nigeria can be formal or informal.

Formal, which is the main thrust of this work, deals with training for one’s

job, that is, going to a recognized school, and spend some years to acquire some

training and education that will make one practice a profession. In Nigeria, we

have universities, polytechnics and various institutes that offer formal education in

Mass Communication. Some examples of these institutes are Time Journalism

Institute, Lagos that offers formal practical-oriented specialist training in print

journalism, and the Television College, Jos that does the same for broadcasting.

Informal training comes in form of journalists training on the job. Our

concern here is a situation where protégées without any form of training arts

practicing. If Mass Communication practice is to be recognized and respected as a

profession, this type of training or practice must be stopped. It has created avenue

that has made mass communication practice an all-comers affair. It is unthinkable

that someone who did not have any formal training in Law and Medicine will get a

7

job in a Law Firm or hospital with the hope of becoming a lawyer or a doctor

through practical experience alone.

In such a situation, the lawyers and the doctors encourage the person to

enroll in school for formal training. But when it is Mass Communication, you hear

such comments as “it does not matter”. It is our stand that informal training should

be part and parcel of training a total mass communicator. But such informal

training can come after acquiring the formal training. We all agree that there is no

amount of formal training that will expose a trainee to all the skills he needs to

practice. Some skills must be acquired while on the job.

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

8

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. OBJECTIVES OF THE STUDY

It is now obvious that the mass media shape the particular image of social

reality. However, the clarity and relevance of these images depend on the sound of

training that those who package and process these realities received. In this study,

we undertook to look into the curriculum of universities that train mass

communicators in Nigeria. The principal Objective of the undertaking was to

present comprehensive information on ground that is to be added, dropped or

retrained in these training programmes in order to make our products or graduates

relevant for the demand of the century and beyond.

In addition, this study hopes to bring to the fore the level of adequacy

university training for mass communicators in terms of physical facilities and

human resources. This way we determine whether the facilities are equate for

9

effective and efficient training so that the National Universities Commission

(NUC) would be better informed before approving universities to run mass

communication programmes.

Furthermore, the study has determined the number of credits both for core

and elective courses needed to graduate and whether it is appropriate compared to

what is obtainable around the world.

1.4. SIGNIFICANCE OF THE STUDY

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.

The adage: a little learning is dangerous is more apt in a profession like mass

communication because of the level of mass influence that they

command in contemporary society.

Furthermore, the significance can be seen in the fact that there will be an

addition to a body of relevant literature in mass communication practice that would

be a reference point for reading and research.

10

Also one of the problems that most potential Mass Communication 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

1. How adequate is the present curriculum in Mass Communication education

and training in Nigerian Universities?

2. What is the ratio between theoretical and practical training the university

programmes?

3. What are the personality traits expected of trainee mass

communicators?

4. What areas would students of Mass Communication in Nigerian

universities be encouraged to take elective from?

5. 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

11

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 well trained.

OBSERATIONALLEARNING 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 Mass

Communication, 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

12

influenced by a host of characteristics like warm, powerful typical people

command more attention than do cold, weak typical people. If mass

communication education 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.

13

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.

14

This theory was adopted because as we can see above, it can stimulate mass

communication educator to think more broadly about what makes up people’s

intelligence and competence. And it is more appropriate here because Mass

Communication 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.

Mass Communication: In this work, mass communication is used synonymously

with journalism. And we defined it as the institutionalized running record of a

15

society, and the day-to-day representation of ongoing social process as filtered

through the apparatus of the journalistic manpower.

Furthermore, mass communication 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 newsgathering, 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 of the

classroom and going through detailed stages and with a minimum entry point

16

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 mass communication. 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

17

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 mass communication.

18

REFERENCES

Bandura, S. (1986). Social Foundation of Thought Action. New York: Prentice

Hall Inc.

Bandura, S.J. (2004) “Self Efficiency”, In Kazdin (ed.) Encyclopedia of

Psychology. New York. Prentice Hall Inc.

Baran, S.J. (2004). Introduction to Mass Communication. Boston: McGraw Hill.

Daramola, I. (2000). Introduction to Mass Communication, Lagos: Rothan Press

Ltd.

FIesCh, R. (1972). The art of Readable Writing. New York: Collier Books.

Gardner, H . (2001 ) “ The Pursuit of Excellence through Education” in

Terran, M. (E. D) For the Extraordinary Rich. New York: Michmah.

Ghiglione, L. (1992) Journalism Careers Guide for Minorities. New York: ASNE.

Hyde, S.W. (1970). Television and Radio Announcing Network: Prentice

Hall Int.

Johnstone, J.W.C. (1976) The News People, London: University of Illinois Press.

Lippmann, W. (1970) MsMec1taffie Fourth Branching Denenberg R.V. New

York: Fontana Press.

National Universities Commissions (NUC) Benchmark, 2003.

Njoku, l.A. (2002) Effective Communication in the work Place: Unpublished

Seminar paper presented at NNPC training workshop at P.T.I.,E ffurun.

19

Santrock, J.N. (2001). Educational Psychology. New York: McGraw Hill.

Sternberg, R.J. (1999). “Intelligence Quotient in Runas et al., Educational

Psychology: Theoretical Framework. New York: Macmillian Inc.

Stone, V.A. (1970). “Broadcast News Educators and the Professions”, Journalism

Quarterly, Vol. l. 47, No.2..

20

CHAPTER TWO

LITERATURE REVIEW

There have been some theories put forward to explain the role that e mass media

play in society (Denenberg, 1970:20). The traditional and probably still most

accepted theory is that the mass media inform the sovereign electorate of what

their officials are doing or planning to do and enable public opinion to crystallize.

The media then take soundings of public opinion and report on the mood of the

people so that they may make appropriate response to the wishes of their

constituents.

As Lippmann (1970:20) puts it, media, acting upon everybody for thirty minutes in

twenty-four hours, the media are expected to create a mystical force called public

institutions.

According to de Tocqueville (1970:120) the media make political life circulate in

every corner of the entire society. Its eyes are never shut, and it lays bare the

secrets, shifts of policies, forcing public figures in turn to ear before the tribunal of

public opinion. And to Bryce (1983:118) public opinion is a power not satisfied

with choosing executive and legislative agents at certain intervals, but continuously

watching and guiding those agents. Wholeheartedly embracing this view of its role,

the media consider themselves as surrogate sovereign, a watchdog on behalf the

absent electorate.

21

The newsman’s mission is to ferret out corruption, malfeasance and misuse

of the taxpayer’s money. Without the media, the government would degenerate

into an irresponsible Cabal, perpetrating its schemes in secret. This is evidenced by

the number of government policies that die when exposed to the cruel of light of

day. There are also deficiencies in the performance of government that would not

be remedied were they not publicized. For instance, in Nigeria the case of Buhari

the former speaker of the Federal House of Representative resignation due to

media exposure certificate problems.

There is no gainsaying the fact that the media that have these great functions

to render to the society need a solid or practical and functional education/training.

There are some journalists who claim to have picked up most of what they know

without much deliberate effort in terms of formal training. But the early story of

those who have won success in this profession is almost invariably that of a

persistent and sustained search after a wider knowledge and understanding of the

societal issues. For those early journalists, the long hours spent at night school, or

in discipline private study after a hard day’s work are a familiar theme in the life of

stories of our great journalists. There is no easy road to a wiser education, although

with the part-time day release, on-line study programme and wide range of Mass

Communication training facilities, the way of the young journalist-in-training

today may be easier than that of their predecessors. But if facilities for study have

22

improved, the need for it and the hard work involved still remain. However,

desultory general reading although useful, it is not enough for it to apt to result in

a vague general knowledge which can be more dangerous than complete

ignorance.

The sensitive nature of the media and its function in societal well-being

requires a strong systematic study programme for trainee journalists to follow.

It is this that has led the British National Advisory Council for the training of

journalists to insist that, in addition to the vocational training which the trainee

journalist receives under the supervision of his superiors within the media

organization and shall follow a systematic course of further education either at the

university — which is our main concern here — Polytechnic or other subsidiary

institutions.

In analyzing their syllabi, it has been observed that the four universities used

as our case study were not flexible enough in drawing up their syllabi. There is

need therefore for ensuring that entrants to the profession shall acquire that

minimum education that is essential for them to undertake their duties adequately

as journalists. This brings to the fore the issue of curriculum review. It is an

exercise that must be constant, if any profession hopes to make its members

relevant and useful to the society. This is because the society is so dynamic and

flexible. According to Obioma (2006:46) Curriculum review in educational

23

institutions is part of the reform measures of the National Economic Empowerment

and Development Strategies (NEEDS).

2.1 BACKGROUND OF MEDIA EDUCATION IN NIGERIA

Today, applications, continue to pour into the media training institutions. For

instance, in 1989, the University of Maiduguri, Mass Communication Department

received more than eight hundred applications for 20 in their undergraduate

programme. In the University of Lagos, Department of Mass Communication

programme, more than one thousand, five hundred applications were received for

only 50 for its degree programme for the same period. Other Mass Communication

programmes in other institutions also received large numbers of application for

very limited vacancies (Nwanwanne, 1989, p.9).

The same was also applicable to the University of Nigeria. For instance,

out of two thousand eight hundred and fifty-two candidates that applied for

admission in 1988, only seventy-five were admitted (Nwanwanne, 1989, p.11).

The story has not changed, as it was when Nwanwanne carried out his study as

most government owned universities are still battling with limited vacancies for

prospective students. Although the reverse is the case in private universities.

In an International press Institute (IPI) report, Healey noted how enrolment quotas

24

were not keeping up with the demands for journalism education. Bu the pertinent

questions are:

i. How should a Nigerian journalist be trained?

ii. Should there be any conflict between the government and the media

institutions in the education and training of journalist?

iii. To what extent should the private universities be allowed to

participate in the training and education of journalists?

All these questions are of particular significance in the story behind e

education and training of Nigerian journalists. Perhaps the most logical approach

to finding meaningful answers to these questions is first, to trace the evolution of

media education and training in Nigeria.

Unlike other professions such as law, medicine, accounting, engineering and

the like, journalism in Nigeria, for a very long time received very little or no

attention. Bu the general belief of the Nigerian elite was that scholars who

graduated from any of the Nigerian high schools should be able to write, read and

talk, therefore, writers, newsreaders, broadcasters and “journalists.” The profession

of journalism suffered seriously in its development in Nigeria, not only because of

the low literacy rate but also because Nigeria was colonized by Britain, a country

where formal journalism education and training developed very late.

John Whale, former editor of the London Sunday Times, and currently a teacher at

25

the University of Missouri, USA, calls journalism in Britain an “unqualified

profession yet to find its solid place” (Golding, 1977, p. 24)

McBarnet (1979, p. 16) writes that training provides an entry into both the

disciplining of journalists and the discipline of journalism. It is also arguable that

training helps to inculcate in a journalist’s career a discernible discipline of

reporting practice for any media organization-press or broadcasting.

Journalism training in Nigeria progresses from on-the-job to short- term

training from local in-service to oversea and local university training. The

Reverend Henry Townsend, who published the first Nigerian newspaper Iwe lrohin

in 1859, is said to have used on-the-job-training, the first ever known method of

media education in the country to train his staff.

Today, the on-the-job system of instruction is still the most predominant

method of training Nigerian journalists. However, if other systems become

predominant in the future, the likelihood is that they will not completely supplant

it. During the mid-fifties, the on-the-job method gave way to in-service or short-

term training given locally or abroad to staff members of media organizations by

communication experts.

In 1951, when the Nigerian Broadcasting Service was inaugurated, a training

school (now known as FRCN Training School) was set up almost immediately to

train newly recruited staff and it organized specialist courses for more seasoned

26

staff. Since 1960, the school has expanded considerably to train the staff of other

broadcasting organizations.

As far back as 1954, the University of lbadan (then a University College)

was organizing short-term training for junior journalists through its Department of

Extra-mural Studies. Special training programmes were also provided by the

regional ministries or information with the assistance of the United States agency

for International Development (USAID). In 1961, for example, the Western

Nigeria Communication Centre was set up in the Regional Ministry of Information

in collaboration with other ministries in Ibadan to offer in-service training to

officers involved in the production of visual media.

In November 1965, the International Press Institute launched a training

scheme for journalists at the University of Lagos It was a six- month course

sponsored with Ford Foundation grants for West African Journalists.

The overseas training programme took various forms. For example, the

Federal Government made about 15 overseas scholarship awards for the training of

Nigerian journalists between 1955 and 1960

These awards included degree courses in American universities, a one- year

diploma course at the Regent Street Polytechnic, London, and periods of

attachment to British provincial newspapers and the British Broadcasting

Corporation.

27

The era of consolidating the training scheme for journalists for full-

time education in Nigeria falls under two kinds of formal education.

i. The non-university — (Diploma programme) and

ii. The university programme (degree).

Of the 40 formal Journalism Training Institutes in Nigeria, seven are

presently offering diploma programmes leading to the award of the

National and Higher National Diploma (ND/HND) of this number, only two are of

the university type — the Univ6y of Lagos and the University of Nigeria Diploma

programmes.

The Daily Times of Nigeria Limited realized that the success of a modern

newspaper organization depends largely on educated and trained journalists, and

then established a formal journalism training school in January 1965. Since 1970,

the scope of training has been enlarged, and today it has become a comprehensive

training centre for journalists and press technicians. The school, now known as

Times Institute of Journalism, awards a certificate and a diploma in courses lasting

a year or longer.

Another certificate or diploma awarding institution which has contributed

immensely to journalism education in the country is the Institute of Journalism

financed by the International press Institute (IPI), the Nigerian Newspaper

Proprietors Association and the Nigerian Guild of Editors. It was founded in Lagos

28

on October 12, 1971. (The IPI withdraw its assistance to NIJ in 1975). In the late

1970s, the Nigerian Television Authority (NTA) teamed up with the Television

College in Jos, to train Electronic Media Journalists from all NTA stations. It

award certificates and diplomas in the various aspects of television production.

There has been a general trend since World War II towards university

training in journalism. This development has come slowly to Africa. In

early 1935, the American University in Cairo established a journalism programme

and the neighbouring University of Cairo started journalism courses in 1939, later

offering a four-year degree These North African curricula emphasized the print

media with only a course or two in broadcast news writing or production of more

homogeneous audience that know and care about the programme material being

offered.

The dramatic explosion of knowledge in the past several years will make

inadequate a contemporary Mass Communicator who does not grow with the

times. The makers of dictionaries have been adding new words at an

unprecedented pace each represents to the Mass Communicator not only a new

word to use but a new concept, a new technological breakthrough, newly perceived

human conditions, or a new phenomenon to know about Modern journalism is

placing a great number of independence on the journalist out there covering events

for both print and the electronic media most of the time they are on their own With

29

such independence, comes the necessity of having much information at hand to

share with the audience

It therefore follows that Mass Communication education and training must

emphasize courses that will most quickly and obviously prepare students for the

job. And secondly, courses that offer background knowledge in arts and sciences

must be emphasized. It therefore follows that a training programme for a

prospective Mass Communicator must emphasize core areas or specialist areas in

print and electronic media and general education courses. This training schedule

must be adhered to no matter the nomenclature of the degree being offered.

Mass communication departments, must package its courses according to

Hyde (1970, p.84) to stress the responsibilities of journalist in a democratic society

with courses in the way arts function in our lives, social behavioural sciences,

political science, international relations, sociology, economics, psychology,

linguistics, general semantics cybernetics and creative writing education,

especially child growth and development educational socio-psychology and

educational technology. Hyde went further to say that the consideration of the

courses will be done in conjunction with individual aptitude, interest and career

aspirations. The important thing is that non-mass communication courses will be of

lasting benefit and practical value to the student when he/she enters the media

market. In this era of globalization, the media influence can spread all over the

30

world. Media organizations like CNN (Cable News Network), BBC

World, VOA, etc have become household names. Cable and other pay-view

channels also pose a challenge for trainers of Mass Communication in Africa. It

will not be out of place for the formation of International Council or media

education to monitor the extent of training and education of Mass communicators

across the globe. As we said earlier, this drive is informed the sensitive nature of

Mass Communication practice. In countries like South Africa and Canada, Mass

Communication training has reached an advance stage that it will not be out of

place for universities that run Mass communication to send their curriculum

designers on a study tour of these, laces. Emphasis now is being placed more on

practical than theory institutions offering Mass Communication must therefore

have functional studios for their students to practice. Furthermore, they should

establish functional printing press, darkroom for processing pictures, Public

Relations and Advertising labs to enable students carry out analytical studies.

Equally important is the establishment of a Media Resource Centre (MR) to enable

students keep abreast with happenings around the world in the field of Mass

Communication and others.

2.2. CAREERS IN MASS COMMUNICATION

We will now consider the nature of careers in journalism and following

Glaser’s (1968, p.1) definition of an occupational career, will be concerned

31

with the patterned paths of organizational, social and geographic mobility

journalists follow in pursuing their vocation.

The first part of this section focuses on decisions to enter journalism and

links the timing with both socio-economic factors and with the amount and type of

education obtained. Also the paths of entry into the news media are described.

Although the dynamics of occupational choice in our society are not fully

understood, vocational decisions are thought to be made in one of two ways.

According to Johnstone (1973, p. 170), the first is when persons settle on a precise

occupation relative y early in life and then direct their education and training to the

specific requirements in question. This is a case of somebody casually entering a

profession by getting a lower job within the profession that will make him or her to

expire to build a career in that profession. In contrast to this a pattern in which

decisions about schooling, such as going to university are made and choice of

school following. For most persons, educational and occupational decisions are

closely interrelated. In the former case, vocational goals determine education and

training and in the latter the process is reversed. A Newsman’s educational

attainment is also influenced by his social origins and that socio economic

background has its most important effect on one’s chances of completing

university. The reason that persons from more substantial backgrounds make later

occupational decisions is that they are more likely to attend university. Since

32

journalism is not a field, which requires early commitment, firm entry decisions

among university students can be postponed until just before graduation — or even

later for that matter.

Although early career commitment in journalism may be remote, it should

be noted that journalists who coupled career plans with decisions to go to

university were more likely to become journalism giant. Early decision to enter the

communications field thus directs persons either to seek employment immediately

following secondary school.

These processes although intuitively obvious constitute important realities of

the early stages of journalism careers Johnstone (1976, p. 108) has been able to

illustrate the principal ways which socioeconomic origin have a bearing on

journalists in career beginnings First, socioeconomics background influences the

overall level of schooling one is likely to obtain, by affecting one’s chances of

entering University and entering graduate school Furthermore, social origin, have a

direct bearing on the type of university one attends, those from more prosperous

beginnings are likely to find their way into lgbinedion University, Okada or

Benson Idahosa University because of the high level of fees And in addition,

Benson Idahosa also adds the additional provision of the prospective student being

a practicing born-again Christian. Since these universities are new, we are yet to

33

determine or see whether there is a substantial difference between their products

and those from public universities.

2.3. JOURNALISM AS A PROFESSION

The long-standing battle between the media and the government has raised

questions about the security and stability of the professional role of Nigerian

journalists In addition to, or perhaps as a result of these conflicts, the credibility of

newsmen in the public mind is not static The increased frequency of contempt

citations of newsmen by courts for not revealing their sources of information, and

increased concern about Shield laws for newsmen, calls into question a

fundamental claim of all professions — the right to control their work free from

outside interference There are those who argue that once journalistic lips become

unsealed not only will journalists lose what remains of their professional status but

also a press operation without fear or favour will be doomed. The inclusion of this

aspect in this project is to sensitize the Mass Communication educators to address

it in the formulation of their curriculum development In the United States,

journalism educators have addressed the problem by specifying the characteristics

which journalism must display to be accepted as a profession and Kiniball (1965,

p.43) explicitly asks if journalism is an “art”, craft, or profession.

Fewer are the iconoclasts who call journalism a trade or who more neutrally, refer

to the job of the reporter as professional practice. Perhaps a fair summary of the

34

nature of these concerns is presented by MacDougall (1963). The immediate

question is not whether journalism should be a profession but whether it is one to

any appreciable extent.

Unfortunately for Mass Communication, MacDougall’s question is not

easily answered. First, in order to make an informed judgment of the extent to

which Mass Communication meets the criteria of a profession, a set of analytic

characteristics sufficient to qualify an occupational group as a profession must be

agreed upon. What is clear from even a cursory review of the literature on

professions is that there is not generally accepted definition of a profession, since

nearly every author on the subject offers a slightly different set of appropriate

criteria. One of the most fundamental observations, as Hughes (1970:350) suggest,

is to identify the circumstances in which people attempt to an occupation into a

profession, or the stages which characterize such transformations. After examining

several historical professions, Wilensky (1964:137) concluded that an occupational

group moves through the following sequence of stages in becoming established

and accepted as a profession.

• It begins to pursue an area of work full time.

• It establishes a training school

• A professional association is formed

35

• Representatives of the occupation agitate politically to win legal support

for the right to control their work.

• The professional association promulgates a formal code of ethics and

practice.

• Establishes body of knowledge.

Mass Communication in has passed through all of these stages, some more

successfully than others. Although journalism practice in this country did not begin

as an independent full-time occupation, by the 1920s under the colonial rule, the

population increases in metropolitan centres such as Lagos, Calabar, Ibadan and

Enugu and the increased literacy rate among these populations, provided the

economic base necessary to support news-gathering activities on a full-time basis.

For an occupation to be considered a profession, however, recruits to the field

must also be exposed to a body of abstract knowledge, which is the particular

province of the profession. It is here that formal recognition of journalism as a

profession is often challenged, since as critics of journalism education has

remarked, there is no system of abstract professions to which new recruits are

exposed and without which they cannot practice. The issue of what fledgling mass

communication should be taught is almost as old as journalism itself. Historically,

there have been two main schools of taught about the nature of education for Mass

Communication; practical version background instruction. In the contemporary

36

period in Nigeria, the background or theoretical method appear to be the more

prevalent, and a study of syllabi of the four universities used as a case, study

indicate that three quarters of all courses consisted of general background

instruction. While it does seem to be case that newsmen do not require specialized

training to practice journalism, there is now and has been for some time a very

great awareness of the importance of some kind of training for journalists. Given

the fact that journalists with university degrees are fewer than those without

however, the main problem confronting the field today may be in requiring

practitioners to complete any university programme rather than in insistin1 upon

their exposure to a specialized curriculum.

Mass Communication or journalism has a long history of professi7nal

organizations in Nigeria. For instance, we have; Nigerian Guild of Editors,

Newspaper Proprietors Association, etc. In addition to these somewhat

specialized national organizations, several state press associations. In the USA that

has been described as the global headquarters of journalism. It was not until 1912

that a National Association of American Teachers of Journalism. (AATJ) was

formed to deal explicitly with professional issues and were in some cases

influential in starting professional schools of journalism in the USA. Furthermore,

recently the Association for Education in Journalism (AEJ) has assumed primary

responsibility for evaluating and accrediting professional education in the field.

37

Unfortunately, in Nigeria there is no such body and the only accreditation

universities face comes from the NUC — National Universities Commission,

whose accreditation is now down-to-earth, that is, it is generic rather than specific.

Given this discussions, there seemed little doubt that at least in the abstract former

sense, Mass Communication can be considered a profession.

Our discussion on the professional status of Mass Communication will focus

on the journalists’ values regarding work. As a result of extended training, the

professional comes to feel that his special abilities entitle him to carry out his work

free from interference or pressure from persons either outside or inside the

profession. Professional autonomy and freedom from supervision are considered to

be of great importance to the professional.

Some journalists are able to work without these kinds of constraints,

although may are subject to a range of controls in this regard. To the extent that

journalists are oriented as professionals, however, they are expected to regard these

matters as especially important.

Another attitude which traditionally has been defined in pat of the

professional work ethics is a commitment to public service. Given the nature of

Mass Communication, it can be argued that journalists offer cliental public service

because the transmission and interpretation of information is clearly an activity,

which can be interpreted a public service.

38

REFERENCES

Bryce, S. (1 983) Mass Media, Mass Politics in Lane Political Life. New York,

Wadsworth Publishers Inc

De Tocqueville (1970) “The Media Role in Politics” in Denenberg R.V.

Understanding American Politics. New York, Fontana Press.

Glaser, B.G. (1 968) Organizational Careers: A Source Book for Theory Chicago

Aldine

Golding, P. (1 977) “Media Professionalism in the Third World” in Curran (ed)

Mass Communication and Society, London. Arnold Press. I6.

Hyde, S.W. (1970) Television and Radio Announcing. New York, Prentice Hall Int

Johnstone, J.W.C. (1976) The News People”. London. University of Illinois

Press

Iniball, P. (1965) “Journalism, Art, Craftor Profession” in Kenneth L. (ed.) The

Profession in America. Boston: Beacon Press.

ILippmann, w. (1970) “Mass Media and Fourth Branch”in Denenberg, R.V.

Understanding American Politics. New York: Fontana Press.

MacDougal, C.D. (1982) Interpretative Reporting. New York:

Macmillan Publishing Co

Mcbernet, A (1 979) “Disciplining the Journalists “Media Culture and Society

Journal Vol. 1 No 2.

39

Nwanwanne, T. (1989) The Broadcasting Training Sequence in Nigeria”.

Unpublished M.A. Thesis UNN.

Obioma, C. (2006) “Curriculum Review in Educational Institutions and NEEDS”

in the Guardian, Monday, Sept 26, 2006

Ugboajah, F. (1980) Communication Policies in Nigeria: UNESCO Book Series.

H. (1 964). “ The Professionalisation of Everyone”. American Journal of

Sociology Vol. 79. No. 2.

40

CHAPTER THREE

METHODOLOGY

1.3. RESEARCH DESIGN

The research method adopted for data and information generation for the study is

survey research method. This method was necessary because of the following

reasons. Firstly, the number of respondents both practicing journalists and

journalism students and educators are so many that it will not be humanly possible

to reach them on one-to-one. Secondly, in this kind of study, there is no much

already existing data, so it is important that the survey method is used. This

method involves the stratification of audience or respondents in groups and then

the selection of a group or strata that will be used to elicit data that is hoped to be a

true representation of the entire population. According to Nwosu (1990, p.15),

survey research method can be used to analyze accurately the character of a large

population. It is a process of examining samples of communication behaviour for

the purpose of inferring conclusion about the population from which the samples

were selected (Supporting Obasi (1999, p.132) describes survey method as a

“process eliciting data from a target population through instruments and subjecting

such data to a statistical analysis for the purpose of drawing conclusion.”

In creating the population and the sample, if a set of data consists of all

conceivable possible (or hypothetically possible) observation of certain

41

phenomenon, we call it a population. Continuing, he said that if the size of the

group being studied is very large, it might take too long to complete and be too

costly. Contacting all eligible respondents might be described when predicting

outcomes, but it would be time-consuming and cost. This made it possible for the

use of samples in survey researches.

3.2 DESCRIPTION OF THE RESEARCH POPULATION

According to Freund (1979, p. 28) if a set of data consists of all conceivably

possible (or hypothetically possible) observations of certain phenomenon, we call

it a population. Therefore, population in research means nothing more than all the

elements or variables units or individuals that are of overt interest to the researcher

for a specific investigation or study.

For the purpose of this study, the population comprised of two sets of

respondents. The first groups of respondents are student-journalists and journalism

educators in Nigerian universities. And the second groups are the practicing

journalists in Nigeria. That is, those who are directly involved in the editorial

responsibilities in their media organization, be it print or broadcast.

There is no gainsaying the fact that population is not only elitist and enlightened,

but they also help in shaping the opinion of the entire public through the kind of

information they serve the public. And since the media play a very important part

42

in the global contemporary world, this is very adequate and relevant for a study of

this type at this point in time.

3.3. SAMPLE SIZE AND SAMPLING TECHNIQUES

Sampling according to Osula (1987:104) is taking any porting of a

population or universe, as a representation of that population or universe. The first

task for the first population was to list universities in Nigeria, using JAMB current

brochure and filed (2006). Secondly, the population was stratified on the basis of

ownership. The two broad categories that emerged are — public universities and

private universities. For obvious reasons of paucity of time and other essential

resources and for convenience sake, four universities were selected. Two each

from both public and private universities, viz. University of Nigeria, Nsukka

(UNN), University of Benin (UNIBEN), Benson Idahosa University (BIU) and

lgbinedion University, Okada. For the second group, we were able to list through

Field (2006) about 372 daily newspapers, 100 weeklies, 24 magazines, 140 radio

stations and 253 television stations (source: National Broadcasting Commission’s

Brochure 2006).

At the end I was able to estimate about 2128 student journalists and

educators the four universities and a total manpower pool of about 69,500 full-time

personnel working within the news media. Population groups consist of about

0:06% of the 2006 census figure.

43

The selection of the two private universities was based on the latest National

Universities Commission’s ranking of private universities (2010) in which

lgbinedion University was noted as having the first private license and Benson

ldahosa University came second in terms of quality academic programme

development. University of Nigeria was selected as the oldest journalism training

institution in West Africa. And University of Benin is selected because it is one of

the leading second generation universities in Nigeria. The sample size was

determined from the study population. My study population is as follows:

a. 2128 student-journalists and educators

b. 69,500 practicing full-time journalists in Nigeria

Therefore, the sample size will be determined using the statistical formula below:

N

I + N (2)2

10% error margin was used

Where,

n = Sample size

N = Study population

E = error margin

Sample size for the first group will be:

N = 2128 2128 = 97

n = +N (e)2 = 142128(0.1)

2 22

Therefore, the sample size will be 97 student-journalists and educators and

100 practicing journalists.

44

3.4 INSTRUMENT OF DATA COLLECTION

The formation to be reported in this work will be obtained from a sample of

practicing journalists in Nigeria and student-journalists and educators selected

through a rational probability sampling technique. A self-administered

questionnaire will be the major instrument of data collection. However, interviews

will also be used to elicit necessary support information from the respondents. The

use of questionnaire as the major instrument of information is borne out of the fact

that it is about the most reliable means of drawing out information from

respondents without threatening their confidentiality. Also, it enables the

respondents the time to actually think on the issues and make meaningful

contribution; whether the questionnaire is structured or open-ended. Furthermore,

the use of interview as a support instrument is justified by the fact that it allows for

physical interaction between the researcher and the respondents, which gives room

for further clarification of issues.

The questionnaire to be used for this study was of two types: the first

questionnaire will be meant for student-journalists and their educators in the four

selected universities, while the second one will be meant for the practicing

journalists selected as sample. The two instruments will be used by the researcher

to draw out data that will address the research questions. It is believed that the two

instruments will enable the researcher generate primary data.

45

However, it is important to add finally that some secondary data will be

generated through sources like the National Universities Commission’s (NUC)

handbook and National Broadcasting Commission’s (NBC) handbook.

3.5 TECHNIQUES OF DATA PRESENTATION AND ANALYSIS

The data generated from this study will be presented in tabulation format

and n simple percentages. The researcher believes that the two methods will not

only make it concise to package and present the data but will also help in making

the data understandable to the average user of the work.

3.6 LIMITATIONS OF STUDY

It is only human and realistic to mention some of the limitation that infringes the

completion of the study. Principal among these problems is the lack of research

materials both software and hardware. By software, I mean the knowledge level

needed to do a very good research work as fast as possible. Another problem was

time. The time frame within which to conduct the work is short going by the

number of commitments. But at the end, we give God glory that progress has been

made.

46

REFERENCES

Freund, J.E. (1979) Modern EIementa Statistics London Prentice Hall.

Nwosu, I. E (1991) Public Relations Writings Principles and Practice Enugu:

Acena Press

Obasi, I.N. (1999) Research Methodology in Political Science: Enugu: Academic

Publishers

Osula E C (1993) Introduction to Research Methodology, Onitsha: Africana

Publishers.

47

CHAPTER FOUR

4.1. PRESENTATION AND ANALYSIS OF DATA

Strictly following our sample size, a total number of 197 questionnaires

were distributed comprising of 97 for practicing journalists in Nigeria and 100 for

student-journalists and their educators in the four universities.

Initially, I thought of distributing the questionnaires according to the ratio of

the number of students, but at a second thought I decided to make it appear even

and scientific and so I shared the questionnaire 25 per university.

Despite our spirited effort to monitor the respondents, I still suffered

questionnaire mortality rate, although very low.

Of the 97 copies that were distributed to practicing journalists in Nigeria, 90

were successfully returned. And of the 100 that were distributed to student-

journalists and their educators, 92 were successfully completed and returned. In the

questionnaire, there is a section for practicing journalists, and another for student-

journalists and their educator. But as I was about to present the data, their tables

are not sub-divided we believe that the titles of the tables will be an enough guide

for the reader to easily understand the data. I started with the raised research

questions in chapter one and concluded with analysis of the questionnaire

questions.

48

Research question One: How adequate is the present curriculum

in Mass Communication Education and

Training in Nigerian Universities?

TABLE 1 for Research Question One

Responses Number Percent (%)

Adequate 50 46%

Inadequate 31 34.34%

Neutral 92 100%

Total 92 100%

Despite the fact that a majority of the respondents believed that the scope of their

curriculum is adequate, however, it is equally disturbing to note that 11 of the

respondents or 1.66% lack opinion concerning the issue at hand. Which means that

some of the students do not know whether their curriculum is adequate or not and

some educators do not also know which is not a pleasant development. This calls

for constant enlightenment among student-journalists and their educators by the

NUC to be able to fathom whether their curriculum is adequate or not. Equally

disturbing is the number (31) of the respondents or (34.34%) who believed that

their curriculum is inadequate. This means that Mass Communication training and

education curriculum in Nigerian universities need an upward review in order to

make it adequate in scope and relevant for the 21st century globalized world.

49

Research Question Two: What is the ratio between theoretical and

practical training in the universities

programmes?

TABLE 2: For Research Question Two

Responses Number Percent (%)

Practical 30 30.34%

Theory 60 60.66%

Total 92 100%

From the table above, we can see that the ratio between practical training and

theoretical training in our Mass Communication Department is 1.2. This

development can be disturbing because Mass Communication is practically

oriented profession. This calls for stepping up of the practical aspect of the Mass

Communication education in Nigerian universities.

Research Question Three: What are the Personality Traits expected of a

Trainee Mass Communicator?

Table 3: For Research Question Three

The following were the frequency of the Personality Traits gathered from the

respondents.

Traits Frequency Degree

Courage 20 800

Boldness 12 600

Integrity

Consistency

Sharpness

High command of English

In order to present the data in pie chart format, we have to convert to

dividing 360° by 90 and multiply with the appropriate

frequencies.

Speed

11%

High-Command of

English

50

10 400

10 400

10 400

25 1000

In order to present the data in pie chart format, we have to convert to


Courage

22%

Boldness

17%

Integrity

11%

Consistency

11%

Command of

English

28%

In order to present the data in pie chart format, we have to convert to degree by


Boldness

51

Research Question Four: Which aspect of the training needs more

emphasis to ensure smooth transition from the

classroom to the news room. Table 4: For Research Question Four:

Skill Category Number Percent (%)

Writing 45 50%

Speaking 20 22.2%

Reading 20 22.2%

Listening 05 5.6%

Total 92 100%

We can see from the table above, majority of the respondents believe to be

successful a Mass Communicator whether in the Broadcast ha or Print media or

engaged in private practice must be a powerful pen pusher. It is a little worrisome

that the respondents do not consider listening as an important skill for smooth

transition from the classroom to Newsroom. This emphasis unfortunate and can go

a long way in explaining why there are a lot of noise in our broadcast bulletins and

pages of our Newspapers and magazines.

52

This section analysis some selected Questionnaire Questions

Table 5: Practicing Journalists’ Area of Specialty

Category Number Percent(%)

Print 46 50%

Broadcast 29 32%

Public Relations 10 10%

Advertising 07 7.6%

Total 92 100%

The above table clearly reveals that majority of the sampled journalists or Mass

Communicators are engaged in print (50%) while (32%) are engaged in

broadcasting with Public Relations and Advertising engaging 10.40% and 7.6%

respectively. The low seemingly engagement of broadcasting with Public Relations

and Advertising engaging 10.4% and 7.6% respectively is s a result of those

engaged in this practices do not see themselves as engaged in Mass

Communication. Print Journalism no doubt will continue to engage more hands in

the Media Industry than any other branch Mass Community. As we discovered

during a field interview with the students, broadcasting, although appears to lure

students to Mass Communication, implication is that broadcasting training

facilities should be up-to-date in the institution offering Mass Communication, in

53

order to train quality broadcasters. Radio and Television have more speed and

openness to influence public opinion faster than print.

Table 6: Educational Attainment of Practicing Mass Communicators

Qualification Category Number Percent(%)

OND 42 46%

HND 14 16%

First Degree 30 33%

Maters 30 33%

Others - -

The implication of the above data as reviled by our study shows that majority of

practicing journalists in Nigeria are not graduates. This no doubt, has been

adversely affecting the quality of journalism practice in Nigeria. The origin of

these anomalies is the misconception that journalism is a field anybody can enter

anytime with little or no professional training. Our study further reveals that

majority of those with degree in Mass Communication prefer going into practice

because according to them, a media industry in Nigeria does not pay well.

54

Table 7: Working Experience of Mass Communicators

Year Number Percent

Year Number Percent(%)

1 -3 15 16%

4 – 9 35 38%

7 – 9 20 22%

10 above 22 24%

Total 92 100%

One can glean from the above data that the Mass Communicators are highly

experienced to be able to make suggestions and advice on the curriculum

development matters. As we said in the recommendations, Mass Communication

Education and Training in Nigeria would be richer and better if there is an accord

or an agreement between the industry and the training institutions.

Table 8: Relevance-of-training-To-Job-Rating

Response Category Number Percent(%)

Above average 30 33%

Average 35 40%

Below Average 10 17%

Neutral 7 10%

55

From the table above, it has been revealed that majority of the practicing

journalists rated their training for their job high. Although 10% of them can’t for

say for sure whether their training in school is relevant to their job or not. We can

deduce from the above table that training for one’s job is very important for

professional excellence. Training must be emphasized in all of Mass

Communication. Even those with a Degree in other fields wishing to enter the

practice must be made to undergo some training programme before practice.

Table 9: Mass Communicator’s Attendance of Refresher Courses

Response Number Percent(%)

Yes 31 33%

No 61 67%

Total 92 100%

From the table above , I can see that 61 practicing Mass Communicators or 67% of

the entire respondents have not attended any in-service or refresher courses since

they joined the profession. This high number is disturbing and underscores the high

level of incompetence and immaturity being leveled against the profession. Mass

Communication is such a sensitive profession that practitioners are expected to

attend refresher courses regularly in order to expose them. The state-of-the-art

practices in the profession and make them relevant to the Nigerian society in the

56

21st century. This is important because the society relies on the mass media for

raw materials to form public opinions. And one wonders the kind of raw materials

somebody who has no up-to-date information and knowledge will provide.

Table 10: Qualification in Mass Communication by Media Sector

Media Sector Number of

Graduate

Mass Communication

Major

Difference

Newspapers 18 10 -8

Radio 08 03 -5

Magazine 10 07 -3

Television 12 05 -7

Total 48 25 -23

This table reveals a more disturbing data than we had in Table 8. The revelation is

that even the small number of graduates practicing journalism is not even Mass

Communication Majors. This development is more acute in the broadcasting

industry — Radio/TV where people with Theatre Arts and English degrees are

competing seriously with Mass Communication majors. Out of the 48 graduates

that are working in the Mass Media industry, only 25 are Mass communication

majors while 23 are graduates other fields. If journalism is actually going to be

recognized as a profession like law, medicine, etc, as it is aspiring, this trend has to

57

be checked because it is not easy to find a medical practitioner or legal practitioner

without a medical or law degree respectively.

However, since those who started the practice in both Nigeria and America

saw it as a part-time job, it may not be easy to tell all those practicing without

Mass Communication degrees to leave the practice but her a directive can be given

by Nigeria Union of Journalists (NUJ), Broadcasting Organisations of Nigeria

(BON), National Broadcasting Commission (NBC) that no matter one’s area of

specialty, as long as one is practicing in the media industry, he/she must possess a

minimum of at least OND in Mass Communication. This can be complemented

with a professional certificate to be administered and used by an organization like

Nigerian Press Organization (NPO).

4.2. DISCUSSIONS

It is not funny that the four universities that constituted our case study only

one lecturer that has doctorate degree in mass communication at UNN. It is not a

good development for professional excellence. One would fore begin to wonder

why older mass communication training institutions like University of Nigeria,

Nsukka have not been able to mount a doctorate degree programme in mass

communication. In some universities where the programme exists, there seems to

be a lot of bottlenecks and setting of scores. The mass communication programme

in the case study universities has a strong and robust middle manpower. If only the

58

NUC aid the universities, the older ones of course to mount doctorate degree or

encourage the numerous experiences maters degree holders to travel out to obtain

doctorate degree from abroad. This will go a long way in checkmating the draught

of doctorate degree holders and professors of mass communication in Nigeria.

Another important finding that deserves a special mention here is the age of

the mass communication curriculum in these universities. This is most acute in

UNN where the programme is very old. And the unfortunate aspect again is that

most of these new universities tend to copy from the old programme. A critical

look at the programmes show that the entire mass communication training and

education programme design and add new relevant courses and delete courses that

are not relevant for the 21st century mass communication practice. To this end, I

strongly move that a course in general history be introduced in mass

communication curriculum. This will ensure that journalists have at their fingertips

important international and national dates; names, places events, etc. also a course

in general geography should be added to ensure that journalists and mass

communicators understand world maps and time zones. A situation where a mass

communication does not know where Latin America is can be embarrassing and

inimical to sound public opinion formulation since the media plays an important

role in its formation.

59

It is also important to note that all the universities that made up our case

study only have interim accreditation. None have full accreditation, which is a

reflect of the poor material facilities and fraught of top-level manpower. The

institutions have no functional studios where live and regular broadcasting

activities can originate from. Some of them do not have a studio or a nursery

newspaper. These are among the findings that we believe deserve a special

mention in order to emphasis the importance of the issues discussed for efficient

programme development for training of world class mass communicators who will

understand and be conversant with Global Best Practices (GBP) in their field.

60

CHAPTER FIVE

5.1. SUMMARY, CONCLUSION AND RECOMMENDATIONS

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 Mass Communication 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).

61

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 likely

to have been professionally trained; and hose just starting out are most likely to be

liberal arts, social science Majors including Mass Communication.

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 Mass Communication in Nigeria as an occupational field

will reveal diverse entry routes and various levels and types of education and

62

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 Mass Communication 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.

5.2 CONCLUSION

One of the basic questions students ask about pursuing a career in Mass

Communication 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

on the various admission processes and training sequence obtainable in these

63

institutions. 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 Mass

Communication and journalism.

5.3 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

64

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.

65

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 Mass

Communication training in Nigerian universities.

Higher Education institutions in Nigeria should design and approve

programme of study in Mass Communication.

• External Examiners and Academic Reviewers in Nigeria should verify

and set minimum standard for the study of Mass Communication.

• 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 regulate the

66

professional content and competence of Mass Communication

programmes in Nigerian Universities.

• In addition to their function, the National Universities Commission

should continue to accredit and/or de-accredit Mass Communication

programmes in Nigeria. They should also be fully empowered to set

and review minimum standards in all Nigerian Universities mounting Mass

Communication programmes. (NUC Benchmark Section 5.32. page54) ,

The Need for Functional Studio ‘

There is no gainsaying the fact that Broadcasting is the glamour of Mass

Communication, that is, majority of the students who enter Mass

Communication are attracted by the studio. A functional and efficient studio in

the universities offering Mass Communication 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.

67

REFERENCES

BOOKS

Akinfeleye, R (1987). Mass Communication in Nigeria, Problems and Prospects in

Alkali (ed.), Mass Communication in Africa, Delta Publication.

Bandura, S (2000) Self Efficacy In Kazdin (ed) Encyclopedia of Psychology: New

York: Prentice-Hall Int.

Banduro, S (1 986) Social Foundation of Thoughts Action New York Prentice-Hall

Int.

Baran, S. J. (2004) Introduction to Mass Communication Boston McGraw-Hill.

Bleyer, W. G. (ed) (1918) The Profession of Journalism Boston Atlantic Monthly

Press.

Boyd, B.O. (1970). Journalism Recruitment and Training: Problems in

Professionalisation in Tunstall, J. (ed) Media Sociology. Urbana: University

of Illinois Press.

Bryce, S (1983) Mass Media, Mass Politics In Lane Political Life Wadsworth

Publishers.

68

Daramola, I. (2000). Introduction to Mass Communication. Lagos: Rothan Press

Ltd.

De Tocqueville, (1970). The Media Role in Politics in Denenberg, R.V.

Understanding American Politics. New York: Fontana Press.

Denenberg, R.V. (1970). Understanding American Politics. New York:

Fontana Press.

Flech, R. (1972). The Art of Readable Writing. New York: Collier Books.

Freund, J.E. (1979). Modern Elementary Statistics: London: Prentice Hall Int.

Fuller, N. (1 992). Scholastic Press, Mentors Help Future Journalists 1 OWA:

ASNE INC.

Fuller, N. (1992), Scholastic Press Mentors Help Future Journalistic, IOWA:

ASNE INC.

Gardner, H. (2002). The Pursuit of Excellence Through Education in M. Tierran

(ed) The Extraordinary Rich, New York: Michwah.

Ghighone, L. (1 992). Journalism Careers Guide for Minorities. New York.

ASME.

69

Girvetz, H.K. (ed) (1980) Contemporary Moral Issues. California:

Wadsworth Publishing Co.

Glaser, B.G (1 968). Organizational Careers: A Source Book for Theory,

Chicago: Aldine.

GoIdng, P. (1977). Media professionalism in the Third World in Curran (ed)

Hughes, (1970). Sociological Eye: Selected Papers. Chicago: Aldine.

Hyde, s.w. (1970). Television and Radio Announcing. New York: Prentice Hall Int.

Johnston, J.W.C. (1976). The News People. London: University of Illinois

Press.

Kiniball, P. (1965). Journalism, Art, Craft or Profession? In Kenneth, L. (ed.) The

Profession in American Boston Beacon Press.

Kwelie, S. (1982). National Development and Mass Communication Education: A

Nigerian Profile in Atwood et al International Perspective in News: South

Illinois University Press.

Lippmann, W. (1970). Mass Media: The Fourth Branch in Denenberg, R.V.

Understanding American Politics, New York: Fontana Press.

70

Mac Dougal, C.D. (1982). Interpretative Reporting: USA: Macmillan

Publishing Co.

Mercer, M. (1992) . Small Newspapers Offer Jobs. New York: ASNE INC.

Mercer, M. 91992). Small Newspapers Offer More Jobs: New York, ASNE INC.

National Universities Commissions (NUC) Benchmark, Section 5.3.2.

O’Brien, R. (1988). Mass Communication: Social Mechanism of Incorporation and

Dependence in Alkeli (ed) Mass Communication in Africa, Enugu: Delta

Publication.

Obasi, IN. (1999). Research Methodology in Political Science, Enugu:

Academic Publishing Co.

Okoro, N et al (2003) Writing for the Media Society Nsukka Prize Publishers.

Osula, E.C. (1993). Introduction to Research Methodology. Onitsha:

Africana Publishers.

Payne, J. (2001). Application, Communication: USA: Clark Publishing Inc.

Santrock, J.N. (2001). Educational Psychology. New York: McGraw Hill. Smith,

M.J. (188). Contemporary Communication Research Method,

Belmont: Wadsworth Publishing Co.

71

Sternberg, J.J. (1999) Intelligence in Runco et al (ed) Educational

Psychology: Theoretical Framework. New York: Macmillan Inc.

Sulton, A. (1942). Education for Journalism in the United States, Evanston:

Northwestern University press.

Sydney, H (1 974) Broadcasting in Africa, Philadelphia Temple University Press.

Udeajah, R A (2004) Broadcasting and Politics in Nigeria, Enugu SNAPP Press

Ltd.

Ugboajah, F (1 980) Communication Policies in Nigeria, UNESCO

JOURNALS:

Berelson, B. (1959). The State of Communication Research. Public Opinion

Quarterly Vol. 23, No. 1

Ellison, J. (1956). Journalism’s Rolein Technical Co-operation. Journalism

Quarterly. Vol. 33 No. 4.

Gerbner, G. (1987). Newsmen and School Men. The State and Problem of

Education Reporting. Journalism Quarterly. Vol. 44. No. 21.

Stone, V.A. (1970). Broadcast News educators and the Profession.

Journalism Quarterly. Vol. 49. No. 2

Udo, O.E. (1866). The Training of Journalists in Nigeria. Journalism Quarterly. .

Wilensky, H. (1964). The Professionalise Sociology. Vol. 70. No. 2.

72

GOVERNMENT PUBLICATIONS

NUC Benchmark (2003)

Western Nig. Ministry of Information Publication 1963

NBC Brochure 2006

IPI Report 2nd African Training Scheme 1964

JAMB Print Out, 1 988 — 2007

NEWSPAPERS AND MAGAZINES

Obioma, C. (2006). Needs AND Curriculum Review in Educational. The

Guardian Monday, Sept. 26, 2006.

UNPUBLISHED WORKS

Nwanwanne T. (1989). The Broadcasting Training Sequence in Nigeria.

Unpublished M.A. Thesis UNN.

Njoku I A (2002). The Effective Communication in the Work Place Seminar

paper presented at NNPC Training Workshop, PTS, Effurun.

Emenyeonu, N (1983). The Values and Attitudes of Nigerian Journalism

Educators: Unpublished B.A. Thesis.

73

APPENDIX I

QUESTIONNAIRE

SCHOOL OF POST GRADUATE STUDIES

DEPARTMENT OF MASS COMMUNICATION, UNN.

Dear Respondent,

A COMPARATIVE ASSESSMENT OF MASS COMMUNICATION

EDUCATION AND TRAINING IN NIGERIAN UNIVERSITIES: CASE

STUDY OF UNN; UNIBEN; BENSON IDAHOSA UNIVERSITY AND

IGBINEDION UNIVERSITY.

This questionnaire is designed to collect data for a postgraduate research,

which is being undertaken, on the above-named topic. It is the belief of the

researcher that this study will go a long way in helping to design an adequate

curriculum for Mass Communication training in Nigeria.

Please feel free to answer the questions honestly as your answers are strictly

for research purposes and are treated with utmost confidence.

Yours faithfully,

NJOKU l. A.

School of Postgraduate Studies

Department of Mass Communication

University of Nigeria, Nsukka.

74

INSTRUCTIONS

Please tick (√) in the box provided against the answer most suitable to you.

Additional information is equally encouraged.

PERSONAL DATA

1. Sex: Male [ ] Female [ ]

2. Marital Status: Married [ ] Single [ ]

Separated/Divorced [ ]

3. Academic Qualification: SSCE [ ] First Degree [ ] Masters

[ ] Doctorate [ ]

4 Occupation: Lecturing [ ] Student [ ] Journalist [ ]

Section A (For Lecturers and Students)

5. Is the present Curriculum adequate? Yes [ ] No

6. What is the ratio between theory and practical training in your

programme? 50-50[ ] 40-60[ ] 30-70[ ]

7. What are the personality traits expected of a trainee mass communicator?

Courage [ ] Boldness [ ] Integrity[ ] Consistency [ ]

Speed [ ] High-command of English [ ]

8. Why? _______________________________________________________

9. Does the nomenclature of your degree have any impact on your course

75

content? Yes[ ] No [ ]

10. Which do you prefer? B.Sc. [ ] B.A [ ]

11. What informed your choice? __________________________________

12. Is your department accredited? Yes [ ] No [ ]

13. If yes, what kind? Interim[ ] Full [ ]

1 4. How vigorous is your admission procedure? Average [ ]

Above Average [ ] Below Average [ ]

15. Do you conduct post UME test? Yes [ ] No [ ]

16. Apart from JAMB score/SSCE, do you have other criteria for,

admission? Yes [ ] No [ ]

1 7. If yes, list __________________________________________________

SECTION B FOR PRACTICING JOURNALISTS

18. Educational attainment: SSCE[ ] OND[ ] HND [ ]

First Degree [ ] Masters [ ] Doctorate [ ]

19. How long have you been in the job? 1-3 years [ ] 4 — 6 Years [ ]

7 — 9 years [ ] 10 and above [ ]

20. How would you rate your formal education based on your practical

experience’? Average [ ] Below[ ] Average [ ]

21. Have you gone for any refresher course since you have been practicing?

Yes [ ] No [ ]

22. Do believe that the practical/theoretical content of your training was

adequate? Yes [ ] No [ ]

76

23. What courses must be emphasized to ensure smooth transition from the

classroom to newsroom?

24. Which branch of Mass Communication are you in? Print [ ]

Broadcast [ ] Public Relations [ ] Advertising [ ]

77

APPENDIX II

DIRECTORY OF SOME AFRICAN JOURNALISM TRAINING CENTRES

ALGERIA

Institute National Superieur de

Journalisme

National Higher Institute of

Journalism

LIBERIA


University of Liberia

Monrovia, Liberia.

UNIVERSITE D’ ALGER

Institute de Sciences Politique et de

I’ Information

Institute of Political Sciences and

2 Rue Jacques Cartier

Alger

MOROCCO

Institut Superieur de Journalisme

Higher Institute of Journalism

Rabat (Ar-Ribat)

CAMEROON

Ecole superleure International de

Journalisme de Yaounde (ESIJY)

International College of

Journalism Yaounde

Universite Federale du Cameroune

B.P. 1328

Yaounde, Cameroon

SENAGA

Centre for Information Studies

University of Dakar

Dakar

78

CONGO

Section of Journalism

National School

Barazzaville

Congo

TANZAN IA

Nyegezi Social Training Centre

Department of Journalism

P.O.B. 307

Mwanza

Tanzania

EGYPT

Institute of Communication

Cairo University

Cairo, Egypt.

TANZANIA SCHOOL OF

JOURNALISM

P.O. Box 4067

Dar es Salaam

GHANA

Ghana Broadcasting Corporation

P.O.B. 1633

Accra Ghana

TUNISIA

Institut de presse et des

Sciences de I” Information

Universite de Tunis

7 Impasse Mohamed Bachrouch

Montfyle u ry

Tunis

Tunisia

GHANA

Ghana Institute of Journalism

P.O.B. 667

Accra

Ghana

UGANDA

School of Journalism

Institute of Public Administration

P.O. Box20115, Lugogo

kampala

79

IVORY COAST

University of Abidjan

Section of Journalism

Box 1880

Abidjan

Ivory Coast

BURKUNA FASO

Centre Interacfrican d’ etudes en Radio-

rurale de Ouadagougou P.O.

(CIERRO)

BP. 385

Ouadagougou

Burkina Faso

KENYA

Communications Training Centre

All-African Conference of Churches

Nairobi.

DEMOCRATIC REPUBLIC CONGO

Department of Social Communication

National University of Kinshsa Congo

Kenya.

INSTITUTE DES SCIENCES ET

TECHNIQUES

De I Information de I’ universite

Nationale du DRC

P.O. Box 14998, Kinshasa


The University of Zambia

P.O. Box 50516

Lusaka

ZAMBIA

Africa Literature Centre for

Journalism and Art Training

Mindolo Ecumenical Foundition

P.O. Box 1319

Kitue — Zambia

Journalism Section

Evelyn Home College

P.O. Box 29.

ZIMBABWE

Zimbabwe Institute of Mass Communication

P.O. B 8166 causeway

Ha rare—Zimbabwe

80

UNIVERSITIES OFFERING

MASS COMMUNICATION IN NIGERIA

LAGOS STATE UNIVERSITIES

(LASU) Lagos State.

UNIVERSITY MAIDUGURI

Bornu State

IMO STATE UNIVERSITY

(IMSU) OWERRI, Imo State

ADEKUNLE AJASIN

UNIVERSITY

(AAUA) Akungb

PRINCE ABUBAKR AUDU

UNIVERSITY

UNIVERSITY PAAU) Kogi

EBONYI STATE UNIVERSITY

(EBSU) Ebonyi

BABCOCK UNIVERSITY

IILISHAN, Ogun State

Mass Communication

BAYELSA STATE UNIVERSITY

OLABISI ONABANJO UNIVERSITY

Institute Of (OOU) Ogun

ANAMDI AZIKIWE UNIVERSITY

Anambra

BENSON IDAHOSA UNIVERSITY

BENIN CITY EDOSTATE

IGBINEDION UNIVERSITY

Edo State

AHMAD BELLO UNIVERSITY

(ABU) Zaria

COVENANT UNIVERSITY

Ota-Ogun State

ANAMBRA STATE UNIVERSITY

OF SCIENCE AND TECHNOLOGY

ANAMBRA

DELTA STATE UNIVERSITY

(DELSU) Delta State

NASARAWA STATE UNIVERSITY

Keff i Nasarawa

BAYERO UNIVERSITY

(BUK)

UNIVERSITY OF NIGERIA

(UNN) NSUKA

81

POLYTECHNICS OFFERING MASS COMMUNICATION

FEDERAL POLYTECNICS

FEDERAL POLYTECHNIC

OKO ORUMBA NORTH

ANAMBRA

(Fedpoko)

FEDERAL POLYTECHNIC

Bauchi State

AUCHI POLYTECHNIC

(Auchi Poly)

KADUNA POLYTECHNIC

(Kaduna Poly)

IBADAN POLYTECHNIC

(Ibadan - PoIy)

INSTITUTE OF MANAGEMENT AND

TECH

(IMT) ENUGU

POLYTECHNICS OF CALABAR

Cross River (POLY CAL)

MOSHOOD ABIOLA POLYTECHNIC

(MAPA)

FEDERAL POLYTECHNIC

Bida, Niger State

OSUN STATE POLYTECHNIC

(Osun Poly)

OUR SAVIOUR INSTITUTE OF

TECH

(Osisatech) ENUGU

Culled From: The Practice of Photo-Journalism: By John OLu Fasheke (pp. 71-

73:2004)

82

APPENDIX III

PROGRAMME DESCRIPTION IN OUR CASE STUDY UNIVERSITIES

DEPARTMENT OF MASS COMMUNICATION

UNIVERSITY OF NIGERIA, NUSKKA

B.A. (Hons.) MASS COMMUNICATION PROGRAMME

1ST

YEAR

FIRST SEMESTER

Compulsory

1 MC 101 Introduction to Mass Communication 4 Credits

2 MC 102 History of the Nigerian Mass Media 2 Credits

3 MC 111 Elements of Journalistic Style 2 Credits

4 G.S. 101A Use of English 2 Credits

5 G.S. 103A Social Science 2 Credits

TOTAL 16 Credits

SECOND SEMESTER

COMPLUSORY

1 MC 104 African Communication System 4 Credits

2 MC 112 Writing for the Mass Media 2 Credits

83

3 MC 113 Typing 2 Credits

4 G.S. 103B Use of English 2 Credits

5 G.S. 103B Social Science 2 Credits

Required:

6 Introduction to Logic and Philosophy 2 Credits

Elective:

7 One Elective from the faculty 2 Credits

Total 16 Credits

2ND

YEAR

FIRST SEMESTER

COMPULSORY

1 MC 211 Reporting 2 Credits

2 MC 212 Critical and Review Writing 2 Credits

3 MC 201 Theories of Mass Communication 2 Credits

4 MC 241 Principles of P.R. 2 Credits

Required

5 MC 261 Introduction to Film 2 Credits

84

Electives :

6 Any 2-credit courses from the list of electives 2 Credits

Total 16 credits

SECOND SEMESTER

Compulsory

1 MC 212 News writing 2 Credits

2 MC 202 Communication and Society 2 Credits

3 MC 242 Principles of Advertising 2 Credits

4 MC 221 Foundations of Broadcasting 2 Credits

5 GS 2 Credits

Required:

6 MC 251 Media Attachment 2 Credits

Electives:

7 Any two electives from the list 2 Credits

Total 16 Credits

85

First semester

Compulsory:

1 MC 311 News Editing 2 Credits

2 MC 312 Feature & Interpretative Writing 2 Credits

3 MC 331 Magazine Writing 2 Credits

4 MC 321 Radio / TV Programme Writing & Prod. 2 Credits

Required:

5 MC 301 Community Journalism 2 Credits

6 MC 361 Photojournalism 2 Credits

Elective:


Total 16 Credits

SECOND SEMESTER

COMPULSORY

1 MC 313 Editorial Writing & Commentary 2 Credits

2 MC 302 Foundation of Communication Research 2 Credits

3 MC 314 Specialized Reporting 2 Credits

4 MC 322 Broadcasting Management and Programming 2 Credits

86

Required

5 MC 351 Media Attachment 2 Credits

Electives


Total 15 Credits

FIRST SEMESTER

COMPULSORY

1 MC 410 Mass Comm. Law and Ethics 2 Credits

2 MC 402 International Communication 2 Credits

3 MC 421 Advanced Radio/TV Production 2 Credits

4 MC 441 Advanced PR 2 Credits

Required

5 MC 411 Advanced Newspaper Production 2 Credits

6 MC 431 Advanced Magazine Production 2 Credits

Electives:


Total 16 Credits

87

SECOND SEMESTER

COMPULSORY

1 MC 442 Advanced Advertising 2 Credits

2 MC 461 Documentary Film Production 2 Credits

3 MC 412 Media Management 2 Credits

4 MC 451 Project 4 Credits

Required:

5 MC 422 Issues in Broadcasting 2 Credits

Electives:

6 Any two from the list of electives 4 Credits

* For list of electives, see the NUC Courses Contents.

88


IGBINEDION UNIVERSITY, OKADA

B.Sc. (HONS) PROGRAMME

1ST

YEAR

FIRST

SEMESTER

COURSE CODE

COURSE TITLE CREDITS

GST 111 - Use of English 2 Credits

GST 112- Nigeria History & Culture 2 Credits

CSC 111 - Computer Application 1 2 Credits

Core Courses

MAC 111 - Introduction to Mass Communication 3 Credits

PRA 111 - Principles of Public Relations 3 Credits

MAC 112 - Introduction to News Writing & Reporting 3 Credits

MAC 113 – History of Nigeria Mass Media 3 Credits

MAC 114 - English for Mass Communication I 3 Credits

Elective One elective outside the college 2 Credits

Total Units 23 Credits

SECOND

SEMESTER

COURSE CODE GST Courses Credits

GST 121 - Use of English II 2 Credits

GST 122 - Philosophy & History of Science 2 Credits

CSC 123 - Computer Application II 2 Credits

Core Courses

MAC 121 - Introduction to Radio and Television 3 Credits

PRA 121 - Principles of Advertisement & Sales Promotion 3 Credits

MAC 122 - African Communication System 3 Credits

MAC 123 - English for Mass Communication II 2 Credits

MAC 124 - Journalistic Styles 3 Credits

PRA 125 - Marketing Foundation for Public Relations and 2 Credits

89

Advertisement

Elective

One elective from the college

2 Credits

Total Units 24

Total for the session 47

2nd

YEAR

FIRST SEMESTER CREDITS

MAC 211 - Theories of Mass Communication 3

MAC 212 - Graphics of Mass Communication 3

MAC 213 Features and Magazine Article Writing 3

MAC 214 Fundamentals of Reporting 3

PRA 213 Public Relations in Government 3

MAC 215 Media Literacy 2

IRS 215 French for Beginners I 3

Elective (Student to Choose ONE)

POL 212 Introduction to Political Analysis 3

IRS 211 Theories of International Relations 3

PUL 204 Nigeria Legal System 4

PRA 211 Digital Public Relations 2

SECOND SEMESTER

CREDITS

MAC 221 - Media and Society 3

MAC 222 - Principles of Broadcasting 3

PRA 221 - Environmental Public Relations 2

MAC 223 - Investigative and Interpretative Reporting 2

PRA 223 - Advertising Media Planning 2

MAC 224 - Magazine Editing and Production 2

POL 222 - Social Science Statistics 3

PRA 225 - Speech Communication 3

IRA 225 - French for Beginners II 2

90

Elective (Students to choose ONE)

POL 226 - Rural Development in Nigeria 2

PRA 225 - Writing for Public Relations 2

Total 24

Total for the session 47/48

3RD

YEAR

FIRST SEMESTER

MAC 311 - Development Journalism & Broadcasting 3

PRA 311 - Advertising Campaign Planning and Execution 3

MAC 313 - Ratio / TV Programming 3

MAC 314 - Book/Desktop Publishing 3

MAC 315 - Photo Journalism 3

MAC 316 - International Comm. & World Media Systems 3

MAC 317 - Critical Writing and Reviewing 3

MAC 318 - News Editing 3

Total 24

SECOND SEMESTER

MAC 321 - Introduction to Mass Comm. Research 3

MAC 322 - Specialized Reporting 3

MAC 323 - Editorial Writing 3

MAC 324 - TV/Radio Advert 3

MAC 325 - Mass Communication & National Dev. 3

MAC 321 - International Public Relations 3

MAC 324 - Advertising Copy and Layout 3

MAC 328 - Media Attachment 3

Total 24


4TH

YEAR

FIRST SEMESTER

MAC 411 - Mass Communication Law & Ethics 3

MAC 412 - Documentary Film Production 3

MAC 413 - Station Management & Operations 3

91

MAC 414 - Advanced Newspapers / Magazine Production 3

MAC 415 - Public Heath Communication 3

PRA 415 - Management & Org. of Advert/ P.R Agency 3

PRA 413 - Public Relations in Practice 3

IRS 414 - Contemporary International Strategic Studies 1 3

Total 24

SECOND SEMESTER CREDITS

MAC 421 - Educational Broadcasting 3

MAC 423 - Media Management 3

MAC 424 - Communication and Development 3

MAC 425 - Project 6

Total 15 Credits


92

UNIVERSITY OF BENIN

DEPARTMENT OF MASS COMMUNICATION / THEATRE ARTS

B.A. (Hons) MASS COMMUNICATION PROGRAMME

1ST

YEAR

FIRST SEMESTER Credits

Compulsory:

MAC 110 - Intro to Mass Communication 2 2

MAC 111 - History of Nigerian Mass Media 2

MAC 112 - Intro to News Writing and Reporting 2

MAC 113 - Mass Communication Theories I 2

MAC 114 - Basic Comm. Skills for Print & Electronic

Media

2

THR113 - Voice and Speech I 2

Electives

Students are required to register for and pass two electives of six credits from

two other departments.

GENERAL STUDIES COURSES

GST 111 - Use of English 2

GST 112 – Philosophy of Logic 2

Total credits 22

SECOND SEMESTER

COMPULSORY

MAC 120 Techniques of Radio / TV Production 2

MAC 121 Foundations of Communication 2

MAC 122 Psychology for Communication 2

MAC 123 Mass Communication Theories II 2

MAC 124 Cinematography U 2

THR 125 Voice and Speech II 2

93

Electives

Students are required to register for and pass two electives of

GENERAL STUDIES COURSES

GST 121 Use of English II 2

GST 122 Nigerian Peoples and Culture 2

GST 123 History and Philosophy of Science 2

Total Credits 24

Total Credits for the whole session 46

2ND

YEAR


Compulsory 2

MAC 210 - Introduction to Development

Communication

2

MAC 211 - Investigative and Interpretative Journalism m 2

MAC 212 - Editorial Writing 2

MAC 213 - Introduction to Newspaper Production and

Management

2

MAC 214 - Copy Writing 2

MAC 215 - Principles of Public Relations 2

MAC 216 - Introduction to Computer Aided Design I 2

Electives

Students are required to register for and pass two electives of four (4) credits

from two other departments

GST 111 - Use of English 2

GST 112 - Philosophy and Logic 2

Total Credits for U.M.E. 18

Total Credits for D.E. 22

94

SECOND SEMESTER

The following courses are compulsory

MAC 220 - Intro. To Sub-Editing 2

MAC 221 - Principles of Advertising 2

MAC 222 - Sociology of Mass Communication 2

MAC 223 - Photography and Photo-Journalism 2

MAC 224 - Media and National Development 2

MAC 225 - Introduction to Publishing 2

MAC 226 - Introduction to Computer Aided Design II 2

Electives

Students are required to register for and pass two electives of four (4) credits

from two other departments.

GENERAL STUDIES (FOR DIRECT ENTRY STUDENTS)

GST 121 - Use of English II 2

GST 122 - Nigerian Peoples and Culture 2

GST 123 - History and Philosophy of Science 2

Total Credits for U.M.E. 18

Total Credits for D.E. 24

Total Credits for the whole Session

UME 36

D.E. 46

3RD YEAR


Compulsory / General Courses

MAC 310 (G) - Market Research & Media Monitoring 2

MAC 311 (G) - Introduction to International Information System 2

MAC 312 (G) Introduction to Media Law and Ethics I 2

MAC 313 (G) - Writing and Production for the Media I 2

MAC 314 (G) - Issues in Nigerian Mass Media History 2

95

SPECIALIZATION / OPTIONAL COURSES

BROADCAST OPTIONS

MAC 310 (B) - News Writing and Reporting 2

MAC 311 (B)- Television Commercial Production 2

MAC 312 (B) - Video Camera Operation 2

MAC 313 (B) - Children’s TV Production 2

PRINT OPTIONS

MAC 310 (P) - Investigative and Interpretative Journalism 2

MAC 311 (P)- Magazine Article Writing 2

MAC 312 (P) - Creating Minor Stories and Front Page News 2

MAC 313 (P) - Photo Journalism 2

Electives

Students are required to register for and pass at least four (4) credits units

Total Credits 22

SECOND SEMESTER


MAC 320 (G) - Mass Media Law and Ethics II 2


BROADCAST OPTIONS

MAC 320 (B) - Advertising Campaign Workshop 2

MAC 321 (B) - Pictorial Composition and Graphics 2

MAC 322 (B) - The Television Interview and Announcing 2

MAC 323 (B) - Specialized Reporting 2

MAC 324 (B) - Broadcast Management 2

MAC 325 (B) - Media Drama 2

MAC 326 (B) - Writing and Producing for the Media II 2

PRINT OPTIONS

MAC 320 (P) - Newspaper Editing and Production 2

96

MAC 321 (P) - Magazine / Newspapers Production

&Management

2

MAC 322 (P) - News Editing 2

Electives:

Students are required to register for and pass at least four (4) credits units

ENL 321 - English for Business Communication

ENL 322 - English for Mass Communication

THR 326 - Research Methods

Total Credits for the Second Semester 20

Total Credits for the whole Session 42

4TH YEAR



MAC 410 (G) - Seminar in Mass Communication I 2

MAC 411 (G) - Media Aesthetics I 2

MAC 412 (G) - Mass Media Audience 2


BROADCAST OPTIONS

MAC 410 (B) - Electronic News Gathering Techniques 2

MAC 4111 (B) - Film, Cinema and Literature 2

MAC 412 (B) - Broadcasting 2

MAC 413 (B) - Gender and Communication 2

PRINT OPTIONS

MAC 410 (P) - Internships in Newspaper & Magazine

Production

2

MAC 4111 (P) - Defining, Shaping & Tailoring the Publication 2

97

MAC 412 (P) - Editorial Planning 2

MAC 413 (P) - Book Development and Production 2

Electives

Students are required to register for and pass at least seven(7) credits units

MAC 417 Screen Directing 2

MAC 418 Producing Educational Media 2

MAC 419 Advanced Radio / Television Production 3

Total Credits for the First semester 17

SECOND SEMESTER


MAC 420 (G) - Seminar in Mass Communication II 2

MAC 421 (G) - Media Aesthetics II 2

MAC 422 (G) - Design for Media Production 2

MAC 423 (G) - Comparative Mass Media Systems 2

MAC 424 (G) - Project in Mass Communication 2


BROADCAST OPTIONS

MAC 420 (B) - Internship in Radio / TV Production 2

MAC 421 (B) - Station Management and Operation 2

MAC 422 (B) - Broadcasting Programming and Trafficking 2

MAC 423 (B) - Cable, TV, Satellite Broadcasting and Home

videos

2

PRINT OPTIONS

MAC 420 (P) - Print Journalism and the Future 2

MAC 421 (P) - Issues in Publishing 2

MAC 422 (P) - Writing Skills for the Journalist 2

MAC 423 (P) - Newspaper and Magazine Production 2

98

Electives

Students are required to register for and pass at least six (6) credits units

MAC 437 Mass Comm. and Contemporary Development 2

MAC 428 Instructional Television Production 2

MAC 429 Mass Media and Society 2

Total Units for Second Semester 21

Total Units for the whole Session 38


99

BENSON IDAHOSA UNIVERSITY

B.SC. (HONS) MASS COMMUNICATION PROGRAMME

100 LEVEL

FIRST SEMESTER:

COURSE CODE COURSE TITLE COURSE UNIT

MAC 111 Introduction to Mass Communication 3

MAC 112 History of the Nigerian Mass Media 2

MAC 113 Elements of Journalistic Style 2

MAC 115 Word Processing 2

GST 111 Communication in English 2

GST 112 Logic, Philosophy and Human Existence 2

ICS 111 Introduction to Computing 2

IDS 111 Rudiments of Christian Life 2

FRN 111 Communication in French I 2

Elective: one from the list below

SOC 111 Introduction to Sociology I 3

POL 111 Introduction to Political Sciences 3

TOTAL CREDIT 23

COMPULSORY

CD 113 Community Development I

SECOND SEMESTER:


MAC 121: African Communication System 3

MAC 122: Writing for the Mass Media 3

MAC 123: Nigerian Legal System 3

MAC 125: Introduction to Speech 2

100

IDS 121: Christian Life 2

GST 121: Nigerian Peoples and Culture 2

GST 122: History and Philosophy of Science 2

GST 123: Use of English II 2

FRN 121: Functional French 2

ICS 121 Introduction to Computing 2

IDS 121: Life and Times of Archbishop 1

Elective:

POL 122 Nigerian Government, Citizen and the State 3

TOTAL CREDIT 27

COMPULSORY:

CDS 123: Community Development II

2ND

YEAR

FIRST SEMESTER:


MAC 211: News Writing and Reporting 2

MAC 212: Critical and Review Writing 2

MAC 213: Graphics of Communication and Editing 2

MAC 214: Principles of Advertising 2

MAC 215: Radio and Television Script Writing 2

MAC 216: Precision Journalism 2

IDS 211: Bible and Christian Education 2


101

Electives: Choose any one course

MAC 217: Radio/Television Operations 2

POL 212 Nigerian Government and Politics I 2

Total Credits 24

FOR DIRECT ENTRY STUDENTS ONLY

GST 111: Use of English and Library I 2

GST 112 Philosophy and Logic 2

SECOND SEMESTER:


MAC 221: Specialized Reporting 2

MAC 222: Principles of Advertising 2

MAC 223: Media and Society 2

MAC 224: Foundation of Broadcasting 2

MAC 225: Speech Writing and Delivery Technique 2

MAC 226: Media Attachment 2

MAC 227: Introduction to Film and Literature 2

GST 222: Peace, Conflict Resolution 2


Elective

POL 222 Nigerian Government and Politics II 2

FOR DIRECT ENTRY STUDENTS ONLY

GST 121: Nigerian Peoples and Cultures 2

GST 122: Communication in English II 2

FRN 121: Communication in French II 1

102

IDS 121: Life and Times of Archbishop Benson Idahosa 1

GST 121: Use of Library, Study Skills and Information

Technology (ICT) 2

COMPULSORY

CDS 123: Community Development II 0

TOTAL CREDIT 16/24

300 LEVEL

FIRST SEMESTER:


MAC 310: Newspaper Production 2

MAC 311: International Communication 2

MAC 312: Radio/TV News Reporting and Production 2

MAC 313: Issues in Nigerian Mass Media History 2

MAC 314: Editorial and Opinion Writing 2

MAC 315: Feature Writing 2

MAC 316: Investigative and Interpretative Writing 2

MAC 317: Introduction to Film, Cinema and Literature 2

MAC 318: Mass Media Research 2

MAC 319: Screen Production and Directing 2

ENT 318: Introduction to Entrepreneurship Skills 2

TOTAL CREDITS 22/ 24

SECOND SEMESTER: 300 LEVELS

MAC 321: Media Attachment 15

TOTAL CREDIT 15

103

400 LEVELS

FIRST SEMESTER:


MAC 410: Data Analysis in Communication Research 3

MAC 411: Mass Media Law 2

MAC 412: Issues in Broadcasting 2

MAC 413: Documentary Film and Drama Production 2

MAC 414: Mass Media Ethics 2

MAC 415: Critical and Review Writing 2

MAC 416: Speech Writing & Delivery Techniques 2

MAC 417: Science and Technology Reporting 2

MAC 418 Magazine Writing and Production 2

Electives: Choose Any One Course

MAC 419: Organization & Management of Public Relations

Consultancies & Advertising Agencies 2

MAC 420: Health and Population Communication 2

TOTAL CREDIT 21

SECOND SEMESTER: 400 LEVELS UNIT

MAC 421: Educational Broadcasting 2

MAC 422: Community Journalism 2

MAC 423: Media Management 2

MAC 424: Development Communication 2

MAC 425: New Dimensions in Communication 2

MAC 426: Photojournalism 2

MAC 430: Research Project 6

ENT 328: Entrepreneurship Practical 2

njoku - University Of Nigeria Nsukka

Documents

Transcript of njoku - University Of Nigeria Nsukka