1.1. IntroductionIntroduction2.2. Us – the constituencyUs – the constituency3.3. Social capital Social capital 4.4. ExperiencesExperiences5.5. WJEC possibilitiesWJEC possibilities

Complexities and prospects

Pushed and Pulled betweenPushed and Pulled between Industry (and government?)Industry (and government?) AcademyAcademy StudentsStudents

Plus “Plus “journalismjournalism” educ (re: PR, etc)” educ (re: PR, etc)Plus TV/print/online/media studiesPlus TV/print/online/media studies

Academy: individualism, competitiveAcademy: individualism, competitiveAttitudes and backgrounds:Attitudes and backgrounds:

Retirees, refugees, remote rangers.Retirees, refugees, remote rangers.Identity: Not ‘solid’ like a ‘journalist’.Identity: Not ‘solid’ like a ‘journalist’.Other IDs - gender, nation, languages.Other IDs - gender, nation, languages.Varying African media & educ regimesVarying African media & educ regimesVery different from AEJMC experience.Very different from AEJMC experience.

?

The participants - nodes The participants - nodes and hubs?and hubs?

?

Benefits:Benefits: Investment & returns angleInvestment & returns angle““Sustainable growth” logicSustainable growth” logic Trust & participation is NBTrust & participation is NB

Social value through connectionsSocial value through connections BondingBonding BridgingBridging LinkingLinking

Apply to sector, and apply to Apply to sector, and apply to individual schools…individual schools…

Per-school Sector

BONDING Staff, students

BRIDGING Industry

LINKING Communities, NGOs

Per-school Sector

BONDING

Eg. between national

schools (but rivalry)

BRIDGING Eg. between African schools

LINKING

Eg. between African schools and UNESCO,

KAS

Per-school Sector

BONDING Staff, students

Eg. between national

schools (but rivalry)

BRIDGING Industry Eg. between African schools

LINKING Communities, NGOs

Eg. between African schools and UNESCO,

KAS

ACCE, Petasa, BETA, Samtrain ACCE, Petasa, BETA, Samtrain ººSanef – Educ & Train sub-comm Sanef – Educ & Train sub-comm √√UNESCO – criteria (17 schools) UNESCO – criteria (17 schools) √√UNESCO – data (30 schools) UNESCO – data (30 schools) √√UNESCO – follow up meetings UNESCO – follow up meetings ±±

March 08, Sept 08, May 09March 08, Sept 08, May 09 Mixed resultsMixed results

Simplicity (eg. produce a paper)Simplicity (eg. produce a paper)Focus (eg. the question of “Africa”)Focus (eg. the question of “Africa”)Possibility of resources Possibility of resources Quest for relevance to mediaQuest for relevance to mediaTravel and meeting peopleTravel and meeting people

Tasks that are complex, scatteredTasks that are complex, scatteredTime-consumingTime-consumingOrganisational skill and Organisational skill and

accountability for follow-upaccountability for follow-upWhen there are no clear or visible When there are no clear or visible

benefitsbenefits

http://wjec.ru.ac.zahttp://wjec.ru.ac.za

Submit a panel? (low response)Submit a panel? (low response)Submit a paper, OR be a reviewerSubmit a paper, OR be a reviewer

““Reporting Africa” model syllabusReporting Africa” model syllabus Has a clear focusHas a clear focus African identity vis a vis external.African identity vis a vis external.

Most value comes from differenceMost value comes from differenceRelationships across dividesRelationships across divides

Extra-AfricanExtra-African schools will get value schools will get value from Africans at WJEC.from Africans at WJEC.

Africans will get Africans will get bi-lateralbi-lateral values. values. Africans will maintain interest by Africans will maintain interest by

UNESCOUNESCO, possibly other linkages (KAS), possibly other linkages (KAS) But: But: Intra-AJEIntra-AJE social capital? social capital?

Ideally, we need to Ideally, we need to workwork for all 3: for all 3: bonding, bridging bonding, bridging andand linking linking via the WJEC. via the WJEC. (It won’t just happen)(It won’t just happen)

Biggest prize?Biggest prize? SustainabilitySustainability of intra-African of intra-African

bonding-bridging?bonding-bridging?Future of UNESCO’s dedicated Future of UNESCO’s dedicated

website?website?

1.1. Absence of a strong network, and Absence of a strong network, and potentials.potentials.

2.2. AJE – a difficult constituencyAJE – a difficult constituency3.3. Social capital relationships Social capital relationships 4.4. Experiences and lessons: Experiences and lessons: bridgingbridging5.5. What works, what doesn’tWhat works, what doesn’t6.6. WJEC possibilities (and others?)…WJEC possibilities (and others?)…

We need informed prediction. YEAH or NAY?

“Time will tell”