NEP assignment

Rubeesa Akbar L

Reg No- 1930017

PhD, Media Studies

NEP 2019 a solution to media education 

problems in India?

Media can be used as the one word that defines the world we live in today. With innovations in technology coming up, the meaning and definition of media is evolving at a pace like never before. The number of people who make a job out of media is increasing. At the same time, the number of people who are in direct contact with media is also in rise. Hence the need to create better media personnel is an emergency like never before. For this to happen, we need media education of high quality. 

The UNESCO Declaration on Media Education, held at Grunwald in1982, exaggerated 'undoubted power of the media' and the significance they have in the process of development, and as 'instruments for the citizen's active participation in society'. The meeting also exaggerated the need for 'political and educational systems to recognize their obligations to promote in their citizens a critical understanding of the phenomena of communications'. (Bazalgette, 2002) In Indian context, although the media sector has achieved notable growth, media education still has miles to go. The government has recently come up with the draft of new National Education Policy 2019, with an aim to standardize the quality of education. The draft proposed by a committee under the chairmanship of Dr. Krishnaswamy Kasthuriangan has already been in discussions for radical changes it proposes. 

This study is on whether the new National Education Policy can address the media education scenario in India, by keeping the higher education part in focus. The study also gives an insight on major problems that media education faces today. 

History of Media Education in India 

Media Education was a foreign concept in India until late 70s. Punjab University can be given credit for offering the very first journalism course in India. The pioneers of media education, most of whom were part of media institutes established by the Catholic Church, were largely influenced by the efforts in Media Education in Australia and the U.K. (Kumar, 1995) 

Now, almost all of our universities are providing different degree, diploma, and certificate courses in mass communication and its allied disciplines in different capacities. Jamia Millia Islamia University, Indian Institute of Mass Communication, Banaras Hindu University, Hyderabad University, Anna University, Mumbai University, and Calcutta University are playing significant roles in the field of mass communication. Almost all of the state and central universities have incorporated mass communication in their curricula. 

Problems faced by Media Education 

1. Unlike other disciplines, media education is known by different names in Indiacommunication, mass communication, media studies etc. Normally all these disciplines have the same syllabus, but different names for degree. There is a need off integrity among various media education disciplines. 

2. As per NEP, India has over 800 universities and approximately 40,000 colleges. Over 40% of all colleges in the country run only a single program Media studies have its roots in psychology, anthropology and other disciplines. So running it as a single program is a blockade to a deeper understanding of the subject. 

3. Media education in India is still synonymous to the traditional media of Press and Cinema. The 'new' interactive media such as computer games, the internet, mobile telephony and other digital devices are rarely focused on. In Indian courses in media education, for instance, the focus so far has been on the local press, the mainstream Indian cinema, and advertising. Media economics is completely neglected. Little attention is given to music, telecommunications, computing and the internet.

 4. The usual trend is those who studies media end up doing jobs in media as journalists or video personnel. The academicians who teach media rarely have first have experience with media. This affects the quality of education. 5. Media education has different disciplines like print, visual, internet etc. Many of the smaller colleges hardly have any teaching faculty who are experts in each. 

6. Some newspapers or channels have started their own media schools. It is taught as 'professional' course in these colleges. The general expectation is those who study in such institution have higher probability of getting placed in that organization. Such institutions draft their syllabus in accordance with the need of their media company, rather than providing a comprehensive media education. 

7. Lack of theoretical basis. Media is still largely studies with job-oriented practical curriculum. 

8. The lack of research at most universities and colleges. 

How NEP address the problems? 

1. Introducing a higher educational system consisting of large, multidisciplinary universities and colleges This is very much useful to media students as media is linked with other disciplines. The theoretical part of media has relation with other humanities disciplines. On the practical side the innovations in communication technology changes media sector every day. A multi media course or a language course definitely adds value to the content created by media students. 2. Breaking down harmful silos between disciplines Consider a newspaper organization. Who handles science news? A journalist. Who handles political news? A journalist. Who handles business news? Again a journalist. But what if science news is handled by someone with a science background and business by someone with business background? The content will be different and will be of high quality. The new move of NEP to breakdown harmful silos between disciplines will facilitate this. 

3. A more liberal higher education system to cater the needs of 21st century A liberal, broad-based multidisciplinary education becomes the basis for all higher education. This would help creating better media persons. Also, NEP advocated for rigorous specialization. The would help in creating media experts in different sections like print, visual, mojo etc. and also experts with subject specialization like science journalist, economics journalist, sports journalists etc. 

4. Moving towards faculty and institutional autonomy Through faculty autonomy, faculty will be enabled and motivated to innovate in their teaching and pedagogical approaches, student assessment, community service initiatives, and research, and share best practices and ideas with each other in university wide and larger forums in order to continually improve. This is helpful for media education since is an ever evolving domain. Media trends appear ever now and then. It takes time to reflect this trend in syllabus. So giving autonomy to faculty let them take up the charge and impart new skills to students. 

 5. Reaffirming the integrity of faculty positions and institutional leadership through merit based appointments and career management. NEP proposes that the practice of contract employment will be stopped. Appointment of faculty, their tenures and promotions, and compensation increases will be on the basis of merit taking into account teaching, research, and service. Media Students need insight from people who have firsthand experience of media. For example, someone who worked as a journalist for years can give more information to people than a media academician. But they might necessarily not have high teaching qualifications or PhD. A merit based appointment may help such journalist to become faculties, which helps students. 

6. Establishment of a National Research Foundation A National Research Foundation (NRF) will be established to grant competitive funding for outstanding research proposals across all disciplines, as determined by peer review and success of proposals. It focuses to facilitate research at academic institutions where research is currently in a nascent stage, through systems of mentoring by active research scholars. 'Road map to media education in India', a study done by Centre for Culture, Media and Governance, Jamia Millia Islamiya, New Delhi has reported that there is a persistence of blind spot in media research and education. The study conducted using 30 SSCI journals in communication from 2000-2010 found only 17 articles published from India. India has published only in 11 journals out of 30 and that too with h index in the range of 20-25, which clearly states India is not communicating enough. 

7. All higher education institutions will either be universities or degree granting autonomous colleges This implies that there will be no affiliating universities or affiliated Colleges which ensure better quality education. Media studies require certain basic facilities like computer lab, cameras, studios etc. Every college need not necessarily have them. Having only universities or degree granting autonomous college make it sure that the learning atmosphere has proper facilities. 

8. Imaginative curriculum and pedagogy Curriculum and pedagogy in higher education will move away from rote learning of facts and mechanical procedures. They will help young people prepare to contribute both as active citizens of a democracy and as successful professionals in any field. This will enable students in media to gain more professional skills as they will have to constantly communicate with society.

 9. Ensuring quality of open and distance learning To ensure that the highest quality ODLs are developed and delivered, HEIs will use their highest-rated faculty, courses, and programs, and invest in adequate facilities and support staff, amongst other such initiatives to produce the highest-quality content with innovative curricula and pedagogical practices. This will help journalist who are working to continue their studies without compromising the quality. 10.Internationalization of higher education There are multinational media conglomerates that are shaping the form and substance of practices and texts of the multifarious media industries. Providing international learning experience helps students understands global media patterns and trends. The understanding these students will derive and the relationships they will forge in our country will influence their work in their home countries. 

 11. Educating teachers Professional education will be an integral part of the overall higher education system. Media studies is partly a professional course. Preparation of professionals must involve an education in the ethic and importance of public purpose, an education in the discipline, and an education for practice. Educating the educators ensures this. 

Bibliography 

Bazalgette, C. E. (2002). New Directions: Media Education Worldwide. London: UNESCO. Kumar, K. J. (1995). Media Education, Communications and Public Policy: An Indian Perspective,.