Policies, Standards and Guidelines for Bachelor in Journalism and Bachelor of Arts in Journalism Programs
The CHED Memorandum Order No. 041-17 establishes policies, standards, and guidelines for Bachelor in Journalism (B Journalism) and Bachelor of Arts in Journalism (BA Journalism) programs in the Philippines. It mandates that higher education institutions (HEIs) implement an outcomes-based education approach, focusing on core competencies expected from graduates. Institutions must secure government recognition to offer these programs and adhere to specified curricular and resource requirements. The memorandum emphasizes academic freedom while ensuring compliance with minimum standards, and it outlines penalties for HEIs that fail to comply with these provisions. The implementation of these guidelines is set to take effect in the 2018-2019 academic year, promoting quality journalism education aligned with international standards.
Law Information
- Reference Number
- CHED Memorandum Order No. 041-17
- Date Enacted
- Category
- Other Rules and Procedures
- Subcategory
- Commission on Higher Education
- Jurisdiction
- Philippines
- Enacting Body
- Congress of the Philippines
Full Law Text
May 12, 2017
CHED MEMORANDUM ORDER NO. 041-17
| SUBJECT | : | Policies, Standards and Guidelines for Bachelor in Journalism (B Journalism) and Bachelor of Arts in Journalism (BA Journalism) Programs |
In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the "Higher Education Act of 1994," in pursuance of an outcomes-based quality assurance system as advocated under CMO No. 46 s. 2012 entitled "Policy Standards to Enhance Quality Assurance (QA) in Philippine Higher Education Through an Outcomes-Based and Typology-Based QA," and by virtue of Commission en banc Resolution No. 231-2017 dated March 28, 2017, the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission.
ARTICLE I
Introduction
SECTION 1. Rationale. —
Based on the Guidelines for the Implementation of CMO No. 46 s. 2012, this PSG implement the "shift to learning competency-based standards/outcomes-based education." These specify the "core competencies" expected of B Journalism and BA Journalism graduates regardless of the type of HEI. However, in "recognition of the spirit of outcomes-based education and . . . of the typology of HEIs," this PSG also provide "ample space for HEIs to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions."
ARTICLE II
Authority to Operate
SECTION 2. Government Recognition. —
All private higher education institutions (PHEIs) intending to offer B Journalism and BA Journalism must first secure proper authority from the Commission in accordance with this PSG. All PHEIs with an existing BA Journalism program must continue to adopt an outcomes-based approach based on this PSG. State universities and colleges (SUCs), and local universities and colleges (LUCs) should likewise strictly adhere to the provisions of these policies and standards.
ARTICLE III
General Provisions
Per Section 13 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirements and the specific professional courses. CAIHTE
SECTION 3. The Articles that follow set minimum standards and other requirements and prescriptions that all HEIs must adopt. These standards are expressed as a minimum set of desired program outcomes, as enumerated under Article IV, Section 6. The CHED designed the curricula to attain such outcomes. These curricula are shown in Article V, Section 9 as sample curricula. The numbers of units for these curricula are herein prescribed as the "minimum unit requirement" pursuant to Section 13 of RA 7722. In designing the curricula, the CHED employed a curriculum map for each program, samples of which are shown in Article V, Section 10.
Using an outcomes-based approach, the CHED also determined the appropriate curriculum delivery methods shown in Article V, Section 11. The sample course syllabus given in Article V, Section 12 shows some of these methods.
Based on the curricula and the means of their delivery, the CHED determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty as shown in Article VI.
SECTION 4. In recognition of the HEIs' vision, mission and contexts under which they operate, the HEIs may design curricula suited to their own needs. However, the HEIs must demonstrate that the same leads to the attainment of the required minimum set of outcomes. In the same vein, they have latitude in terms of curriculum delivery and in specifying and deploying human and physical resources as long as they attain the program outcomes and satisfy program educational objectives.
The HEIs can use the CHED Implementation Handbook for Outcomes-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as a guide.
This PSG takes off from the K to 12 Reform and CMO No. 20 s. 2013. They also incorporate the UNESCO recommendations for Journalism education, which have become more timely in light of ASEAN integration. The two programs adhere to the government policy of ladderized education as provided for in RA 10647 ("Ladderized Education Act of 2014").
ARTICLE IV
Program Specifications
SECTION 5. Program Description. —
5.1 Degree Name
The degree program described herein shall be called Bachelor in Journalism (B Journalism) and Bachelor of Arts in Journalism (BA Journalism), the former being a professional non-thesis degree (see Section 6).
All other HEIs that have existing programs differently named (e.g., BA/AB Mass Communication, major in Journalism) shall adopt the above degree names.
5.2 Nature of the Field of Study
Journalism covers the principles and techniques of reporting, writing, producing and disseminating news in a range of forms, formats and platforms in a democracy such as the Philippines. It focuses on timely events, issues and developments relevant to the communities the journalist serves. This field of study promotes professional and ethical standards, and includes reflection on best practices.
5.3 Program Goals
These programs aim to equip students with the requisite knowledge, skills and attitude, and a commitment to uphold professional ethics and standards in the practice of journalism, as well as the capacity to anticipate and respond to the needs of rapidly developing media.
5.4 Specific Professions/Careers/Occupations for Graduates
Graduates of the programs can pursue but are not limited to the following career paths:
a. Reporters and writers for various media (e.g., print, broadcast, online, multimedia, digital)
b. Editors/producers for various media (e.g., print, broadcast, online, multimedia, digital)
c. News analysts and commentators
d. Visual journalists (e.g., photojournalists, video journalists, graphics journalists)
e. Proofreaders
f. Editorial assistants
g. News website/app developers
h. Media researchers
i. Social media specialists
j. Journalism educators
5.5 Allied Programs
The allied programs for Journalism are Communication, Development Communication, and Broadcasting. DETACa
SECTION 6. Program Outcomes. —
At the end of the programs, graduates of B Journalism and BA Journalism will, at the minimum, be able to:
1. Common to all programs in all types of schools
• Engage in lifelong learning and understand the need to keep abreast of the developments in journalism
• Effectively communicate orally and in writing in English and Filipino, and the vernacular where applicable
• Work effectively and independently in multidisciplinary and multicultural teams
• Adhere to professional and ethical standards
• Fulfill social responsibility
• Appreciate Filipino historical and cultural heritage
2. Common to the Social Sciences and Communication
• Understand and apply social science and communication concepts and theories to the analysis of social issues
• Design and execute social science and communication research using appropriate approaches and methods
• Uphold professional and ethical standards in the social sciences and communication
3. Specific to the Bachelor in Journalism and Bachelor of Arts in Journalism programs
• Identify newsworthy stories in a complex field of facts and opinions, focusing on those of particular importance to the community they serve; community is interpreted broadly as geographic, virtual, of shared interest or philosophy
• Conduct journalistic research
• Write, illustrate, edit, produce and disseminate for various formats and platforms
• Uphold journalism ethics and professional standards in keeping with the role of journalism in a democracy
• In the case of graduates of universities, produce scholarly work that would add to the body of knowledge on journalism
Common to a horizontal type as defined in CMO No. 46 s. 2012
• For professional institutions: Demonstrate a service orientation in journalism
• For colleges: Participate in various types of employment, development activities and public discourse particularly in response to the needs of the communities they serve
• For universities: Participate in the generation of new knowledge or in research and development projects
• For SUCs and LUCs: Support national, regional and local development plans
• For PHEIs: Demonstrate mission-related program outcomes that may be prescribed by their schools
SECTION 7. Sample Performance Indicators. —
|
Program Outcomes |
Sample Performance Indicators |
|
Identify newsworthy stories in a complex field of facts and opinions, focusing on those of particular importance to the community they serve |
Apply news values in selecting stories from a range of events, incidents, issues, opinions and the like
Relate news stories to the various contexts of their community |
|
Conduct journalistic research |
Identify and access relevant, valid and appropriate sources of information
Master data gathering methods such as notetaking, journalistic interviews, documentary research, observation, database usage, and other social science research techniques
Use the applicable technology ranging from the traditional (pen and paper) to the latest (digital devices and software) Verify facts |
|
Write, illustrate, edit, produce and disseminate for various formats and platforms |
Evaluate and select essential information
Organize and structure information into a suitable form and format for a specific platform(s)
Master the use of correct language and journalistic style
Use relevant equipment and software |
|
Uphold journalism ethics and professional standards in keeping with the role of journalism in a democracy |
Understand journalism ethics including the rights and responsibilities of the journalist
Deliberate on and resolve ethical dilemmas, and account for their decisions
Appreciate present and past examples of best practices of journalism at home and abroad
Adhere to a good work ethic (work on deadlines, work on their own or in teams within news organizations or as freelancers) |
|
In the case of graduates of universities, produce scholarly work that would add to the body of knowledge on journalism |
Select, analyze and organize relevant topics for scholarly inquiry in journalism
Conduct a credible literature review
Adopt an appropriate research framework and methodology |
ARTICLE V
Curriculum
SECTION 8. Description. —
The B Journalism program has a total of 113 units, of which 36 units are General Education (GE) courses, 18 units are core courses, 30 units are required courses, 9 units are electives, 6 units are cognate courses, 8 units are Physical Education (PE) courses, and 6 units are National Service Training Program (NSTP) courses. aDSIHc
The BA Journalism program has a total of 140 units, of which 36 units are GE courses, 21 units are core courses, 39 units are required courses, 12 units are electives, 18 units are cognate courses, 8 units are PE, and 6 units are NSTP.
Special Project and Thesis Requirements
B Journalism students shall be required to conduct an individual or group special project in journalism. This should satisfy the following:
Number of contact hours per week: 3 hours
Prerequisite: Graduating student
BA Journalism students shall be required to conduct both an individual or group special project in journalism and thesis. These two requirements should satisfy the following:
Number of contact hours per week: 3 hours
Prerequisites: Junior standing (for special project); Graduating student (for thesis)
Internship Requirements
In their pre-final year, students shall undertake internship in newspaper offices, radio or television stations, online publications, with a minimum of 200 hours and comprising all aspects of editorial work, and should satisfy the following:
Number of contact hours per week: 3 hours
Prerequisite: Incoming graduating student
CHED highly recommends conducting the internship in the summer prior to their graduating year.
General Education courses prepare students for the study of journalism with exposure to the other social sciences, humanities and natural sciences.
Core courses provide an overview of the discipline.
Required courses introduce the student to journalism.
Electives expose students to various fields of inquiry in journalism.
Cognate courses expose students to a non-journalism discipline.
Internship provides students hands-on experience in journalism.
Special Project enables students to apply research, reporting and production skills in a journalism project (e.g., investigative report, explanatory story, multimedia project, long-form/narrative journalism, documentary, etc.).
Thesis enables students to produce scholarly output in the field of Journalism Studies, preparatory to graduate studies.
Curriculum Guidelines
1. Core, required courses and electives have prerequisites to ensure maximum appreciation and understanding of the courses.
2. The institution may offer other courses in Journalism and related fields depending on its vision, mission and goals (VMGs), in addition to the core and required courses in this CMO.
SECTION 9. Sample Curricula. —
9.1. Components
|
|
B Journalism |
BA Journalism |
|
Courses |
No. of subjects |
Units Per Subject |
Total Units |
No. of subjects |
Units Per Subject |
Total Units |
|
General Education Courses |
12 |
3 |
36 |
12 |
3 |
36 |
|
Required Courses: Understanding the Self Readings in Philippine History |
8 |
3 |
24 |
8 |
3 |
24 |
|
Mathematics in the Modern World Purposive Communication The Contemporary World Ethics Art Appreciation |
|
|
|
|
|
|
|
Electives |
3 |
3 |
9 |
3 |
3 |
9 |
|
Life and Works of Rizal |
1 |
3 |
3 |
1 |
3 |
3 |
|
Core Courses: |
6 |
3 |
18 |
7 |
3 |
21 |
|
Introduction to |
1 |
3 |
|
1 |
3 |
|
|
Communication |
1 |
3 |
|
1 |
3 |
|
|
Communication Theory |
1 |
3 |
|
1 |
3 |
|
|
Media and Society |
1 |
3 |
|
1 |
3 |
|
|
Internship |
1 |
3 |
|
1 |
3 |
|
|
Media Law |
1 |
3 |
|
1 |
3 |
|
|
Special Project |
1 |
3 |
|
1 |
3 |
|
|
Thesis |
|
|
|
1 |
3 |
|
|
Required Courses: |
10 |
3 |
30 |
13 |
3 |
39 |
|
Journalism Practices and |
1 |
3 |
|
1 |
3 |
|
|
Principles |
|
|
|
|
|
|
|
News Reporting and Writing |
1 |
3 |
|
1 |
3 |
|
|
Feature Writing |
1 |
3 |
|
1 |
3 |
|
|
News Editing and Production |
1 |
3 |
|
1 |
3 |
|
|
Photojournalism |
1 |
3 |
|
1 |
3 |
|
|
Research in Journalism |
1 |
3 |
|
1 |
3 |
|
|
Multimedia Journalism |
1 |
3 |
|
1 |
3 |
|
|
Broadcast Journalism |
1 |
3 |
|
1 |
3 |
|
|
Journalism Ethics |
1 |
3 |
|
1 |
3 |
|
|
Investigative Journalism |
1 |
3 |
|
1 |
3 |
|
|
Editorial Management |
|
|
|
1 |
3 |
|
|
Journalism Studies |
|
|
|
1 |
3 |
|
|
Seminar on Journalism Issues |
|
|
|
1 |
3 |
|
|
Electives |
3 |
3 |
9 |
4 |
3 |
12 |
|
Cognate courses |
2 |
3 |
6 |
6 |
3 |
18 |
|
Physical Education (PE) |
4 |
2 |
8 |
4 |
2 |
8 |
|
National Service Training Program (NSTP) |
2 |
3 |
6 |
2 |
3 |
6 |
|
Total |
39 |
|
113 |
51 |
|
140 |
9.2. Programs of Study
9.2.a Bachelor in Journalism
FIRST YEAR
|
First Semester |
Second Semester |
|
Course |
Units |
Course |
Units |
|
Readings in Philippine History |
3 |
Life of Rizal |
3 |
|
Mathematics in the Modern |
3 |
The Contemporary World |
3 |
|
World |
|
Journalism Principles and Practices |
3 |
|
Purposive Communication |
3 |
Communication Theory |
3 |
|
Introduction to Communication |
3 |
Gen Ed Elective 2 |
3 |
|
Gen Ed Elective 1 |
3 |
Physical Education 2 |
2 |
|
Physical Education 1 |
2 |
NSTP |
3 |
|
NSTP |
3 |
|
|
|
TOTAL |
20 |
TOTAL |
20 |
SECOND YEAR
|
First Semester |
Second Semester |
|
Course |
Units |
Course |
Units |
|
Understanding the Self |
3 |
Science, Technology and Society |
3 |
|
Gen Ed Elective 3 |
3 |
Cognate 1 |
3 |
|
News Reporting and Writing |
3 |
Feature Writing |
3 |
|
Research for Journalism |
3 |
Photojournalism |
3 |
|
Ethics |
3 |
Journalism Ethics (prerequisite: |
3 |
|
Art Appreciation |
3 |
Ethics) |
|
|
Physical Education 3 |
2 |
Broadcast Journalism |
3 |
|
|
|
Physical Education 4 |
2 |
|
TOTAL |
20 |
TOTAL |
20 |
SUMMER
|
Course |
Units |
|
Internship |
3 |
THIRD YEAR
|
First Semester |
Second Semester |
|
Course |
Units |
Course |
Units |
|
Media and Society (prerequisite: |
3 |
Media Law |
3 |
|
Science, Technology and |
|
Special Project |
3 |
|
Society) |
|
Elective 2 |
3 |
|
News Editing and Production |
3 |
Elective 3 |
3 |
|
Multimedia Journalism |
3 |
|
|
|
Investigative Journalism |
3 |
|
|
|
Elective 1 |
3 |
|
|
|
Cognate 2 |
3 |
|
|
|
TOTAL |
18 |
TOTAL |
12 |
9.2.b Bachelor of Arts in Journalism
FIRST YEAR
|
First Semester |
Second Semester |
|
Course |
Units |
Course |
Units |
|
Readings in Philippine History |
3 |
Life of Rizal |
3 |
|
Mathematics in the Modern |
3 |
The Contemporary World |
3 |
|
World |
|
Journalism Principles and Practices |
3 |
|
Purposive Communication |
3 |
Communication Theory |
3 |
|
Introduction to Communication |
3 |
Gen Ed Elective 2 |
3 |
|
Gen Ed Elective 1 |
3 |
Physical Education 2 |
2 |
|
Physical Education 1 |
2 |
NSTP |
3 |
|
NSTP |
3 |
|
|
|
TOTAL |
20 |
TOTAL |
20 |
SECOND YEAR
|
First Semester |
Second Semester |
|
Course |
Units |
Course |
Units |
|
Understanding the Self |
3 |
Science, Technology and Society |
3 |
|
Gen Ed Elective 3 |
3 |
Cognate 1 |
3 |
|
News Reporting and Writing |
3 |
Feature Writing |
3 |
|
Research for Journalism |
3 |
Photojournalism |
3 |
|
Ethics |
3 |
Journalism Ethics (prerequisite: |
3 |
|
Art Appreciation |
3 |
Ethics) |
|
|
Physical Education 3 |
2 |
Broadcast Journalism |
3 |
|
|
|
Physical Education 4 |
2 |
|
TOTAL |
20 |
TOTAL |
20 |
THIRD YEAR
|
First Semester |
Second Semester |
|
Course |
Units |
Course |
Units |
|
Media and Society (prerequisite: |
3 |
Media Law |
3 |
|
Science, Technology and |
|
Special Project |
3 |
|
Society) |
|
Elective 2 |
3 |
|
News Editing and Production |
3 |
Elective 3 |
3 |
|
Multimedia Journalism |
3 |
Cognate 3 |
3 |
|
Investigative Journalism |
3 |
|
|
|
Elective 1 |
3 |
|
|
|
Cognate 2 |
3 |
|
|
|
TOTAL |
18 |
TOTAL |
15 |
SUMMER
|
Course |
Units |
|
Internship |
3 |
FOURTH YEAR
|
First Semester |
Second Semester |
|
Course |
Units |
Course |
Units |
|
Cognate 4 |
3 |
Cognate 6 |
3 |
|
Editorial Management |
3 |
Thesis |
3 |
|
Journalism Studies |
3 |
Seminar on Journalism Issues |
3 |
|
Cognate 5 |
3 |
Elective 4 |
3 |
|
TOTAL |
12 |
TOTAL |
12 |
9.3. Sample Journalism Electives
• Community Journalism
• Business and Economic Reporting
• Sports Journalism
• Science Journalism
• Environmental Journalism
• Reporting the Arts and Culture
• Opinion and Commentary
• Magazine Journalism
• Peace Journalism or Conflict-Sensitive Reporting
• Programming for Journalists
• Data Journalism
• Narrative Journalism
• Social Media for Journalists
• Citizen Journalism
• Political Journalism
• Entrepreneurial Journalism
• Specialized Beat Reporting (e.g., Local Governments, Police, Courts, Legislature, Children, Overseas Migration)
SECTION 10. Sample Curriculum Maps. —
The curriculum map is a tool to validate if a match exists between core program outcomes (competencies) and the content of a curricular program (on a per course or subject basis). The following letter symbols have been used:
L — whether subject course facilitates learning of the competency (input is provided and competency is evaluated)
P — whether subject course allows student to practice competency (no input but competency is evaluated)
O — whether subject course is an opportunity for development (no input nor evaluation, but competency is practiced).
For the curriculum maps of core courses, please refer to Annex B.
SECTION 11. Sample Means of Curriculum Delivery. —
The following methods/strategies may be utilized:
1. Lecture-discussion
2. Demonstration
3. Written exercises with feedback
4. Structured learning experiences
5. Oral reports and reflections
6. Individual or group projects with peer review
7. Case analysis and resolution
8. Individual and group exercises
9. Class/public presentation
10. Games with guided discussion
11. Field work with concrete output
12. Practicum with portfolio and journal
13. Blended learning
SECTION 12. Sample Syllabus. —
Course syllabi may vary in format but must include the following components: TIADCc
1. Course Code and Title
2. Course Description
3. Course Prerequisites (if any)
4. Course Learning Outcomes
5. Course Content
6. Course Methodology
7. Course Requirements (outputs matching the course learning outcomes with corresponding outcomes-based assessment)
8. References (print, online, multimedia sources)
For sample syllabi, please refer to Annex C.
ARTICLE VI
Required Resources
SECTION 13. Administration. —
The B Journalism and BA Journalism program/s shall be administered by a full-time dean/department chair/head/coordinator with the following qualifications:
The administrator of the B Journalism program shall have at least a bachelor's degree, five (5) years of journalism experience and five (5) years of teaching.
The administrator of the BA Journalism program shall have at least a master's degree, five (5) years of journalism experience and five (5) years of teaching.
Functions/Responsibilities of the Program Administrator
1. Provides overall directions in achieving program outcomes.
2. Recommends qualified faculty members to teach in the program.
3. Provides administrative support to the program.
4. Ensures that the syllabus of each course in the program is fully implemented within the term.
5. Reviews and updates the curriculum in consultation with the faculty and other stakeholders (e.g., students, alumni, industry players).
6. Convenes regular and special faculty meetings.
7. Schedules classes and assigns teaching loads.
8. Ensures that faculty members submit students' grades on time.
9. Supervises student and peer evaluation of faculty. cSEDTC
10. Monitors the progress of students.
11. Designs and supervises projects for training, research and extension of the program.
12. Performs other functions as may be required by the institution.
SECTION 14. Faculty. —
Qualifications
The journalism faculty shall possess:
a. For B Journalism:
• At least a bachelor's degree, preferably in journalism or allied programs, from a recognized HEI; and
• At least five (5) years of journalism experience.
b. For BA Journalism:
• At least a master's degree from a recognized HEI, for as long the bachelor's degree or the master's degree is in journalism or allied programs; and
• At least five (5) years of journalism experience; or
• For those possessing bachelor's and master's degrees in another field, at least two (2) years of professional or scholarly research experience in journalism; and
• At least five (5) years of journalism experience.
Number of Full-time Faculty
There shall be at least three (3) full-time faculty members. Moreover, the three (3) full-time faculty members should have advanced learning in the specialization or major area being offered; at least one (1) of the three (3) full-time faculty members of the BA in Journalism program should have a doctorate in journalism or any allied program.
Teaching Load
For full-time faculty, the maximum teaching load is 24 units in one semester.
For part-time faculty, the maximum teaching load is 12 units in one semester, inclusive of load taught in all schools.
SECTION 15. Library. —
Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for core courses in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program outcomes for the B/BA Journalism program/s.
SECTION 16. Laboratory and Physical Facilities. —
Classroom/laboratory requirements
a. Newsroom with 1:2 computer-to-student ratio, printer, and licensed or open-source software;
b. Computer laboratory with 1:1 computer-to-student ratio, printer, and licensed or open-source software;
c. Broadcast editing equipment/facilities with licensed or open-source software;
d. Photography laboratory with licensed or open-source software; and
e. Internet access.
SECTION 17. Admission and Retention. —
17.1 Admission
Admission into the B Journalism and BA in Journalism program/s requires a senior high school diploma and meeting all the requirements of the admitting HEI.
17.2 Retention
Students admitted into the B Journalism and BA in Journalism program/s must maintain the weighted grade average the HEI requires.
ARTICLE VII
Compliance of HEIs
Using the CHED Implementation Handbook for OBE and ISA as reference, an HEI shall develop the following items which will be submitted to CHED when they apply for a permit for a new program:
SECTION 18. The complete set of program outcomes, including its proposed additional program outcomes.
SECTION 19. Its proposed curriculum and its justification including a curriculum map.
SECTION 20. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator.
SECTION 21. Proposed outcomes-based syllabus for each course.
SECTION 22. Proposed system of program assessment and evaluation.
SECTION 23. Proposed system of program Continuous Quality Improvement (CQI).
For existing programs, the CHED shall conduct regular monitoring and evaluation on the compliance of HEIs to this PSG using an outcomes-based assessment instrument.
ARTICLE VIII
Transitory, Repealing and Effectivity Provisions
SECTION 24. Transitory Provision. —
All private HEIs, state universities and colleges, and local universities and colleges with existing authority to operate the Bachelor of Journalism and Bachelor of Arts in Journalism program/s are hereby given a period of three (3) years from the effectivity thereof to fully comply with all the requirement in this CMO. However, the prescribed minimum curricular requirements in this CMO shall be implemented starting Academic Year 2018-2019.
SECTION 25. Repealing Clause. —
Prior administrative issuances contrary to or inconsistent with any of the provisions herein are deemed automatically repealed, rescinded and/or modified accordingly.
SECTION 26. Effectivity Clause. —
This CMO shall take effect fifteen (15) days after its publication in the Official Gazette, or in two (2) newspapers of national circulation. This CMO shall be implemented beginning Academic Year 2018-19.
ARTICLE IX
Sanctions
Any HEI found violating the provisions of this CMO shall be subjected to the appropriate criminal and administrative proceeding, including the imposition of sanctions, but not limited to, the withdrawal or revocation of the authority to operate the educational program, phase-out or termination of the program, recommendation for the withdrawal of accreditation, and closure of the HEI.
Quezon City, Philippines, May 12, 2017.
For the Commission:
(SGD.) PATRICIA B. LICUANAN, Ph.D.
Chairperson
ANNEX A
Definition of Terms
|
TERMS/ACRONYMS |
DEFINITION |
|
Assessment |
one or more processes that identify, collect, analyze and report data that can be used to evaluate achievement of the program educational objectives and program outcomes. Effective assessment uses relevant direct, indirect, quantitative and qualitative measures as appropriate to the outcome or objective being measured (CMO No. 37, s. 2012) |
|
Competency |
statement of a set of related knowledge, attitudes and skills required to successfully perform a task that supports the desired program outcomes through a course or series of courses |
|
Course Outcomes |
knowledge, values and skills that, at the end of a course, learners are expected to demonstrate up to a certain level of performance |
|
Evaluation |
one or more processes interpreting the data and evidence accumulated through assessment; evaluation determines the extent to which program or course outcomes are achieved; evaluation results in decisions and actions regarding program continuous quality improvement (CMO No. 37, s. 2012) |
|
Learning outcomes |
outcomes of a specific lesson supporting the course outcomes |
|
Outcomes-based assessment |
measure of students' learning using clearly defined criteria |
|
Outcomes-based education |
an approach that focuses and organizes the educational system around what is essential for learners to know, value and be able to do competently at the time of graduation |
|
Outcomes-based teaching and learning |
constructive alignment of intended learning outcomes with essential content, appropriate learner-centered activities and outcomes-based assessment |
|
Program Goal |
broad statements describing the career and professional accomplishments the program is preparing learners to achieve within three to five years from graduation |
|
Program outcomes |
knowledge, values and skills that, at the end of a program, learners are expected to demonstrate up to a certain level of performance |
ANNEX B
Sample Curriculum Map
B.1 Sample Curriculum Map for Bachelor in Journalism
|
Program outcomes by course |
Identify newsworthy stories |
Conduct journalistic research |
Write, illustrate, edit, produce and disseminate |
Uphold and apply journalism ethics |
Produce scholarly work |
|
Introduction to Communication |
L |
|
|
|
L |
|
Communication Theory |
L |
|
|
|
L |
|
Media and Society |
L |
|
L |
O |
L |
|
Media Law |
|
P |
|
P |
O |
|
Journalism Principles and Practices |
L |
L |
L |
L |
|
|
News Reporting and Writing |
P |
P |
P |
P |
|
|
Research for Journalism |
P |
P |
P |
P |
|
|
Feature Writing |
P |
P |
P |
P |
O |
|
News Editing and Production |
P |
P |
P |
P |
|
|
Broadcast Journalism |
P |
P |
P |
P |
O |
|
Journalism Ethics |
|
P |
|
P |
O |
|
Investigative Journalism |
P |
P |
P |
P |
O |
|
Photojournalism |
P |
P |
P |
P |
O |
|
Multimedia Journalism |
P |
P |
P |
P |
O |
|
Internship |
O |
O |
O |
O |
|
|
Special Project |
P |
P |
P |
P |
O |
B.2 Sample Curriculum Map for Bachelor of Arts in Journalism
|
Program outcomes by course |
Identify newsworthy stories |
Conduct journalistic research |
Write, illustrate, edit, produce and disseminate |
Uphold and apply journalism ethics |
Produce scholarly work |
|
Introduction to Communication |
L |
|
|
|
L |
|
Communication Theory |
L |
|
|
|
L |
|
Media and Society |
L |
|
L |
O |
L |
|
Media Law |
|
P |
|
P |
O |
|
Journalism Principles and Practices |
L |
L |
L |
L |
|
|
News Reporting and Writing |
P |
P |
P |
P |
|
|
Research for Journalism |
P |
P |
P |
P |
|
|
Feature Writing |
P |
P |
P |
P |
O |
|
News Editing and Production |
P |
P |
P |
P |
|
|
Broadcast Journalism |
P |
P |
P |
P |
O |
|
Editorial Management |
P |
O |
P |
P |
|
|
Journalism Ethics |
|
P |
|
P |
O |
|
Investigative Journalism |
P |
P |
P |
P |
O |
|
Photojournalism |
P |
P |
P |
P |
O |
|
Multimedia Journalism |
P |
P |
P |
P |
O |
|
Journalism Studies |
O |
P |
P |
O |
P |
|
Seminar on Journalism Issues |
P |
P |
P |
P |
O |
|
Internship |
O |
O |
O |
O |
|
|
Special Project |
P |
P |
P |
P |
O |
|
Thesis |
O |
O |
O |
O |
P |
ANNEX C
Sample Syllabi
C.1 Photojournalism Syllabus
COURSE CODE/NUMBER: xxxx
A. COURSE DESCRIPTION
The course will engage the students on the essentials skills, knowledge and attitude needed for production of photographs appropriate for various media platforms and emerging markets.
The course covers photojournalism history and the changing media landscape; general genres and categories, visual framing and effective composition, caption writing, ethics, workflows, and multimedia storytelling.
B. LEARNING OUTCOMES
At the end of the course, the student will be able to enhance their mastery of photography techniques and uncover their own style as a building block for photojournalism and develop sound news judgment in adherence to high quality photojournalism standards. Through the projects and assignments they will be able to:
(a) Trace and explain the development of photojournalism as a profession and industry and the legal and ethical framework in which they operate;
(b) Produce single news pictures encompassing the photojournalism genres and categories and with attention to the technical and aesthetic aspects of visual storytelling;
(c) Produce a photo story and package a multimedia;
(d) Gather information, write appropriate captions and caption essays for single news photographs and photo stories they produce in class; and,
(e) Negotiate ethical minefields concerning photojournalism and strengthen their belief in the tenets of responsible photojournalism in both traditional, new media and emerging communication platforms.
C. COURSE OUTLINE, SUMMARY OF ASSIGNMENTS AND HANDS-ON PROJECTS
There will be lectures, discussions, presentations, video showing and critiquing of outputs in aid of the completion of various assignments and projects as follows:
WEEK 1:
Distribution of syllabus. Learning Needs Assessment. Lecture and discussion revolving on these key questions: What is photojournalism? Is photojournalism dead? What are the emerging markets? What are the skills a photojournalist must have in the age of ICT? Why photojournalism matters?
Project 1: Take the online course "Language of the Image" at http://newsu.org. Submit a "Course Report" (via the newsu.org course report form/tab) and write and submit a 400-600 word reaction/reflection paper on the content of the course and the summary definitions of the elements of the language of the image (printed in A4 bond paper). acEHCD
WEEK 2:
Discussions, elaboration on the Language of the Image. Lecture-presentation on the genres/categories of photojournalism. Caption writing. Photo-walk in preparation for Project 2.
Project 2: FEATURE/HUMAN INTEREST PHOTOS WITH CAPTIONS. Take photographs of feature/human interest and covering the "Language of the Image" elements. Select and submit 7 images in large file digital JPEG format with captions embedded in metadata.
WEEK 3:
Critiquing of Project 2 outputs. Lecture and discussion on strategies of finding an assignment. Video showing — The Photoreporters.
Project 3: GENERAL NEWS PHOTOS WITH CAPTIONS. Take photographs of any general news events inside or outside the campus. Select and submit 7 photographs in large file digital JPEG format, with corresponding standard captions embedded in metadata.
WEEK 4:
Critiquing of Project 3 outputs. Case studies of general news pictures and spot news (advancer for Project 6, Week 8). Give names of photojournalists (advancer for Project 7, Week 10)
WEEK 5:
Lecture and discussion on ethics in photojournalism. Demonstration on taking formal and environmental portraits.
Project 4: PORTRAITS/ILLUSTRATION PHOTOS. Take portraits of interesting individuals or personalities who are in the news. Select and submit 7 photographs in large file digital JPEG format, with corresponding standard captions embedded in metadata.
WEEK 6:
Critiquing of Project 4 outputs. Case studies of classic and contemporary style of portrait photography.
WEEK 7:
Lecture and discussion on covering fashion and sports events. Video showing— "Photographs that Made History".
Project 5: FASHION or SPORTS PHOTOS. Take photographs of fashion or sports events with high news value. Select and submit 7 photographs in large file digital JPEG format, with corresponding standard captions embedded in metadata.
WEEK 8:
Critiquing of Project 5 outputs. Lecture on the minimizing risks, getting access.
Project 6: SPOT NEWS PHOTOS. Take photographs of any spot news. Select and submit 7 photographs in large file digital JPEG format, with corresponding standard captions embedded in metadata. (Note: This project was discussed and announced in Week 4)
WEEK 9:
Critiquing of Project 6 outputs. Lecture on war and conflict photojournalism. Lecture on strategies and approaches of developing a photo story/photo essay; filing-up of photo story planning form (advancer for Project 9, Week 16)
WEEKS 10-11:
No class meetings. Students prepare and execute Project 7.
Project 7: A DAY WITH A WORKING PHOTOJOURNALIST. Tag along with a professional photojournalist for at least a day. Interview him, engage him in a conversation, uncover him, his life and times and write and submit a profile (800-1,000 words, printed in A4 bond paper). Cover news events with him and submit 7 photos of the news event covered plus a photo of him in actual coverage. EcTCAD
WEEK 12:
Reporting, sharing, elaboration of photojournalists' workflows, ethics, getting access, and key issues mentioned in the reports. Check progress of Project 9.
WEEKS 13-14:
No class meetings. Students prepare and execute Project 8.
Project 8: NEWSROOM VISIT (Group Work). Visit a newsroom, interact/dialogue with newsroom managers specifically the photo section chief and staff. Prepare a report in PPT format on the dynamics of the newsroom vis-à-vis the workflows and all aspects of photojournalism. The reports will be presented and discussed in class.
WEEK 15:
Reporting, sharing, elaboration of newsroom workflows, ethics, editorial preferences, and other key issues mentioned in the reports.
WEEK 16:
Check on progress of Project 9. Individual assessments. Mentoring. Lecture on editing and sequencing.
Project 9: FINAL PROJECT. Develop a portfolio consisting of a Photo Story/Photo Essay on any theme/topic related to the Millennium Development Goals. Select and submit 20-30 images (in large JPEG format) with an introductory texts and individual captions (in .doc file) and a multimedia package of the story (incorporating short videos, audio of interviews or narrations or voice overs). A reflection paper to accompany the final project is also required.
WEEK 17:
No class meeting. Continuation of execution of Project 9. Consultations via email.
WEEK 18:
Presentation and defense of Final Projects 9. Closing lecture.
(Note: The 7 pictures to be submitted for the various projects is for a class size of 10-15. It maybe reduced to 5 if the class size is between 16-25 and to 4 if the class size is 26-30.)
D. REQUIRED READINGS
Kenneth Kobre. (2006). Photojournalism: The Professionals' Approach, 6th Ed. Focal Press. (Selected chapters will be provided, in PDF and JPEG formats)
E. SUGGESTED READINGS
Michael Freeman. (2012). The Photographer's Story: The Art of Visual Narrative. ILEX
Isabel Kenny. (2010). Understanding Visual Literacy. Anvil Publishing
Mary Warner Marien. (2010). Photography: A Cultural History, 3rd Ed. Lawrence King Publishing
Golden, Reuel. (2008). Masters of Photography. Carlton Books Ltd.
Reuel Golden. (2005). Photojournalism: The World's Greatest News Photographs. Carlton Books
Rosenblum, Naomi. (1997). A World History of Photography. Abbeville Press Publishers.
Richard Lacayo and George Russell. (1995). Eyewitness: 150 Years of Photojournalism. Time Books.
Fang, Irving. (1993). Tools of Communication: Pictures. Rada Press
Time-Life. (1971). Photojournalism. Time Life Books.
Online (partial): Kenneth Irby. Why Photojournalism Matters —http://www.poynter.org/uncategorized/3334/why-photojournalism-matters/
Howard S. Becker. Visual Sociology, Documentary Photography, and Photojournalism: It's (Almost) All a Matter of Context —http://www.csudh.edu/dearhabermas/beckerbk02.htm
Philippine Center for Photojournalism — http://pcp.org
Philippine News websites — GMA, ABS-CBN, lnteraksyon-TV5, Philippine Daily Inquirer, Philippine Star, Manila Bulletin, Cebu Daily News, Mindanews, etc.
World Press Photo Archives — http://www.archive.worldpressphoto.org/
The Big Picture — http://www.boston.com/bigpicture/
Majority World Photographers' Gallery — http://majorityworld.com
Magnum Photos — http://www.magnumphotos.com
British Journal of Photography — http://www.bjp-online.com/
Masters of Photography — http://www.masters-of-photography.com/
F. COURSE REQUIREMENTS, EQUIPMENT AND SUPPLIES
Basic to advanced photography skills and knowledge; completed a basic photography class; access to Digital Single Lens Reflex (DSLR) cameras, various lenses, external light source (flash, LED, etc), tripod, audio recording device if camera is not capable; USB drive; access to internet; email account; Facebook account; access to computers/laptops with image editing and file management software (Photoshop, Lightroom, Adobe Bridge, etc.)
Students are highly encouraged to keep up with the current news and public affairs. Read local, national and international newspapers and news magazines and check out news publications online.
G. GRADING SYSTEM
Grading system is 75 to 100 using the University-standard equivalents.
Each photo assignment receives grades based on technical merits (30% — right camera settings for proper exposure and correct focus, etc.); aesthetic or creative merit (30% — worked on the assignment well, creativity in composition and uniqueness of vision, etc.); content (40% — completion of the specific requirements of the assignment, proper caption according to standards, etc.) HSAcaE
The photo essay project receives a grade, in addition to technical and aesthetic merits of every photographs, based on cohesiveness of the visual narrative. Assignments will also be evaluated according to its suitability for publication whose standards correspond to the industry-wide norm.
Written assignments (research papers, reactions papers, reflection papers) will be graded according to clarity and insightfulness. Ability to answer questions and defend ideas will be considered in the grading of presentations and participations in discussions.
The weights of the assignments/projects, attendance and participation are:
Mid-term Grade:
Project 1 = 15%
Project 2 = 15%
Project 3 = 20%
Project 4 = 20%
Project 5 = 20%
Attendance and participation = 10%
Finals Grade:
Project 6 = 25%
Project 7 = 15%
Project 8 = 15%
Project 9 = 35%
Attendance and participation = 10%
Term Grade: Mid-term Grade x 0.40 + Finals Grade x 0.60 = 100%
H. CLASSROOM POLICIES
Attendance and participation in discussions will be noted and graded. Deadlines are very important. If you can't attend classes, you must submit your assignments on time via email. Late submissions of projects and assignments without acceptable reasons will have a zero grade. Three zero grades will mean an F.
Do not turn in any work that is not yours. Do not set up or stage any shots unless specifically instructed so by the teacher. Any grave infraction will cause a failing grade for the course. Refer to school policies on plagiarism. AScHCD
When you send an email, the subject line should begin with "Course Code" then followed by a peg regarding the concern (Example: Course Code — I am sick, here are my photos for Assignment 2). Messages with incorrect subject line may not get a reply.
I. CONSULTATIONS
After classes — within the last 15 minutes of regular schedule, appointment needed before the start of the class
Anytime (via SMS) — expect a reply within 24 hours; indicate Name and Course Code/Number in SMS
Anytime (via email) — expect a reply within in 72 hours. (See email policies)
C.2 CONFLICT-SENSITIVE REPORTING
COURSE CODE: JXXX
Course Title: Conflict-Sensitive Reporting
Course Units: 3
Course Prerequisites: Journalism Practices and Principles; News Reporting and Writing
Instructor: Daniel Abunales
A. COURSE DESCRIPTION
The course will enable students to critically examine and report conflict beyond violent acts through the introduction of basic theories of peace and conflict studies, including Peace Journalism (PJ) and War Journalism (WJ), and conflict analysis tools.
B. COURSE LEARNING OUTCOMES
At the end of this course, students will be able to:
• Define and differentiate conflict from violence
• Define peace from a peace and conflict studies perspective
• Differentiate Peace Journalism from War Journalism
• Identify War Journalism or Peace Journalism elements in a news report
• Explain potential impact and influence of media in uncovering stories that promote the prospect of peace instead of promoting more violence
• Apply conflict mapping tools in tracing the timeline and context of conflicts in the Philippines or in Asia
• Employ guidelines on appropriate language and accessing information when reporting conflict
• Rewrite and reframe a war journalism news report to a peace journalism article
C. COURSE METHODOLOGY
This course is a combination of class lectures, group discussions and interactive short exercises.
D. COURSE CONTENT
|
Week 1 |
Introduction Distribution of course syllabus. Discussion of methodology and course requirements. Learning needs assessment. Discussion of readings for the next meetings.
Introductory discussion: Assessment of the students' understanding on peace, conflict and violence
Activity: Send students out of the classroom for 10 minutes and ask them to bring back something they think represents peace. |
|
Week 2 |
The Philippine Media and its Representation of Conflict Discussion: Recap discussion of Week 1 activity. Based on the students' interpretation, does peace exist in the Philippines? Why do we need to be conflict-sensitive when reporting conflict? What is the Philippine situation? What are the existing conflicts in the country? How does the Philippine media report these conflicts?
Required readings Conde, C. H. (2002). Reporting without Understanding. Media Asia 29 (2): 67-70.
Pinlac, M. Y. and Dura, E.V. DT. (2008). Mindanao in the news: Some minuses and a few pluses. Center for Media Freedom and Responsibility, available at http://www.cmfr-phil.org/2008/09/01/campus-journalism/
Rara, C. I. (2006). Covering Conflict in Mindanao: Terror and the Press. Center For Media Freedom and Responsibility, available at http://www.cmfr-phil.org/2006/09/27/covering-conflict-in-mindanao-terror-and-the-press/
Soriano, J. (2015). Reporting Peace Writing the First Draft of History. Media Times. Center for Media Freedom and Responsibility, pp. 82-87, available at http://reliefweb.int/sites/reliefweb.int/files/resources/365727118c1cf6be4e9ebcf0a4707a2.pdf
Alternative website Visit the Office of the Presidential Adviser on Peace Process for an overview existing peace negotiations |
|
Week 3 |
Defining Peace, Conflict and Violence Discussion: Recap of students' understanding of peace, conflict and violence. Types of peace and violence. Difference between conflict and violence. Aside from the identified conflict areas discussed on Week 2, can we say that peace exists and that there is no violence in other parts of the country?
Assignment due on Week 4: A 500-word reflection paper on students' understanding of peace, conflict, and violence according to peace and conflict perspectives. The paper should also relate to their daily encounter of peace, conflict or violence.
Required readings Barash, D.P. (2002). "The Meanings of Peace" in Peace and Conflict Studies. London: Sage Publications, pp. 3-27.
Jeong, H-W. (1999). "Concepts of Peace and Violence" in Peace and Conflict Studies: An Introduction. Aldershot, England: Ashgate Publishing, pp. 19-30.
Galtung, J. (1996). "Cultural Violence" in Peace by Peaceful Means: Peace and Conflict, Development and Civilization. Oslo/London: PRIO/Sage Publications, pp. 196-210.
Alternative readings (in case there is no access to the above materials): Ryan, S. (2003). "Peace and Conflict Studies Today." The Global Review of Ethnopolitics 2 (2): 75-82, available at http://www.ethnopolitics.org/ethnopolitics/archive/volume II/issue2/ryan.pdf
Stephen, C.M. (1999). "Peace Studies, Overview" in Kurtz, L. & Turpin, J. (Eds.). The Encyclopedia of Violence, Peace and Conflict. San Diego, California: Academic Press, Volume 2, pp. 809-820. |
|
Week 4 |
The Media and Major Conflicts Around the World Submission of Week 3 Assignment
Discussion: Recap of Week 3 lecture by sharing reflection paper. How did the media portray major conflicts in the world? Case studies: the Northern Ireland Peace Process and the Oslo Accord between Israel and Palestine. What are the factors that lead to journalists to provide this kind of reporting?
Required readings Wolfsfeld, G. (2001). The News Media and the Second Intifada: Some Initial Lessons. The Harvard International Journal of Press/Politics 6 (113): 113-118.
Sparre, K. (2001). Megaphone Diplomacy in the Northern Irish Peace Process: Squaring the Circle by Talking to Terrorists through Journalists. The Harvard International Journal of Press/Politics 6 (88): 88-104. |
|
Week 5 |
The Peace Journalism and War Journalism Models (Part 1) Discussion: Review of newsroom conventions that influence the current coverage of the conflict. Introduce Peace Journalism (PJ) and War Journalism (WJ) models. What are the different elements of PJ and WJ? Why do we need PJ today? Practical tips to doing PJ.
Film showing: Two versions of news available at Peace journalism in the Philippines (40 minutes): http://sydney.edu.au/arts/peace_conflict/research/peace_journalism.shtml
Short discussion will follow afterwards.
Group activity: Get students to look for a report of a conflict in either a newspaper or online. How much War Journalism does the article contain? Does it contain elements of Peace Journalism? Ask the students to present their findings in class.
Required reading Lynch, J. & McGoldrick, A. (2005). Chapter 1, "The Peace Journalism Model," Peace Journalism. Stroud: Hawthorn Press, pp. 1-32.
Supplemental readings for Weeks 5 and 6 Lynch, J. (2013). Peace Journalism. A Global Standard for Reporting Conflict. New York: Routledge, pp. 35-54.
Lynch, J. and Galtung, J. (2010). Reporting Conflict: The Low Road and the High. Reporting Conflict: New Directions in Peace Journalism. St. Lucia: University of Queensland Press, pp. 1-24.
Note: Weeks 5 and 6 require Internet and desktop access. |
|
Week 6 |
The Peace Journalism and War Journalism Models (Part 2) Discussion: Review of Week 5 meeting. How do we spot war propaganda? How do we go beyond information provided by Malacañang, the military or any armed group?
Film showing: Two versions of news, the bombing in Israel, available at http://www.reportingtheworld.net/PJ movie.html
Group activity: Using the same grouping in Week 5, ask students to review the article they previously presented and ask to them to find an alternative angle of the report using available information online that would help them reframe the story to adhere to Peace Journalism. Each group is required to present their re-angled story.
Required reading Lynch, J. & McGoldrick, A. (2005). Chapter 4, ''War Propaganda," Peace Journalism. Stroud: Hawthorn Press, pp. 95-124.
Supplemental readings for Weeks 5 and 6 Lynch, J. (2013). Peace Journalism. A Global Standard for Reporting Conflict. New York: Routledge, pp. 35-54.
Lynch, J. and Galtung, J. (2010). Reporting Conflict: The Low Road and the High. Reporting Conflict: New Directions in Peace Journalism. St. Lucia: University of Queensland Press, pp. 1-24.
Note: Weeks 5 and 6 requires Internet and desktop access. |
|
Week 7 |
Conflict Analysis Tools (Part 1) Discussion: Explore some of conflict-sensitive techniques used by peace workers in peace building initiatives. Which of these are applicable in the field of journalism? Understand sensitive terminologies and languages used in peace work. Understand context of conflict using conflict mapping. Discussion of midterm requirement.
Group activity: Group students and ask them to select a simple community conflict. Let each group analyze the conflict using the Tool 1 (Stakeholders Map) and Tool 2 (Needs and Fears Map), which is available on page 43 of the required reading for this week. The output should be presented in class.
Required reading Lynch, J. & McGoldrick, A. (2005). Chapter 2, "Conflict analysis: Anchorage for journalists," Peace Journalism. Stroud: Hawthorn Press, pp. 33-54.
Note: Week 7 needs desktop and internet access for online research. |
|
Week 8 |
Conflict Analysis Tools (Part 2) Discussion: Students will be introduced to another conflict analysis tool that will help them understand the history of conflict, its levels, stages and dynamics. Another tool will help them identify parties and actors to conflict, their issues and the nature of relationships between parties.
Group activity: Use Week 7 grouping. Let students map the conflict they previously chose and illustrate its stages and timelines using the tool (Set A) on page 42 of the reader. Students have the option to use Set B on the same page. Output should be presented in class for discussion.
Required reading for Week 8 Conflict Sensitivity Consortium, Chapter 1 "Conflict Analysis" in How to Guide to Conflict Sensitivity, February 2012, pp. 4-7, available at http://www.conflictsensitivity.org/content/how-guide
See Annex A for Conflict Analysis Tools
Note: Week 7 needs desktop and internet access for online research. |
|
Week 9 |
No class: Consultation and Research Work for Midterm Requirement Note: It is strongly recommended that students choose any of the conflicts stated in Weeks 8, 9, 10, 11. Conflict maps will be presented in class as part of the resource materials. Midterm requirement is a group work; however, each student will undergo peer evaluation based on criteria designed by the assigned instructor. |
|
Week 10 |
The Bangsamoro Struggle Submission of Midterm requirement
Discussion: Students who choose the Bangsamoro Struggle as topic for their conflict map will present their midterm output during this session.
Required readings Aguja, M. (2002). The Philippine Media and the Bangsamoro Struggle in the Southern Philippines: Realities and Challenges. Media Asia, 29(3), 172-178.
Quevedo, O. B. (2014) Injustice: the Root of Conflict in Mindanao, available at http://www.mindanews.com/mindaviews/2014/02/23/archives-quevedo-on-injustice-the-root-of-conflict-in-mindanao/
Recommended website: http://www.muslimmindanao.ph, a website put up by the Asian Institute for Journalism and Communication Supplemental readings Gloria, G. & Vitug, M. (2000). Under the Crescent Moon: Rebellion in Mindanao. Quezon City, Philippines: Ateneo Center for Social Policy and Public
Affairs and Institute for Popular Democracy. Dwyer, L. & Cagoco-Guiam, R. (2012). Gender and Conflict in Mindanao. Manila, Philippines: The Asia Foundation, available at http://asiafoundation.org/publications/pdf/1054 |
|
Week 11 |
Understanding the Communist Party of the Philippines/New People's Army/ National Democratic Front-CPP/NPA/NDF (CNN) Discussion: Students who choose CNN as topic for their conflict map will present their midterm output during this session.
Required readings Maslog, C. C., et al. (2015). "The Political Economy of the News Media in the Philippines and the Framing of News Stories on the GPH-CNN Peace Process," Norwegian Peacebuilding Resource Center, available at http://www.peacebuilding.no/Regions/Asia/Publications/The-political-economy-of-the-news-media-in-the-Philippines-and-the-framing-of-news-stories-on-the-GPH-CNN-peace-process
Office of the Presidential Adviser on the Peace Process (OPAPP). (31 May 2011) "Highlights of the GPH-NDF peace negotiations," available at http://www.opapp.gov.ph/cpp-npa-ndf/highlights
International Crisis Group. (14 February 2011). The Communist Insurgency in the Philippines: Tactics and Talks Crisis Group. Asia Report N°202, available at http://www.crisisgroup.org/en/regions/asia/south-east-asia/philippines/202-the-communist-insurgency-in-the-philippines-tactics-and-talks.aspx |
|
Week 12 |
Other Conflicts in the Philippines-Lumads Discussion: Students who choose this conflict as topic for their conflict map will present their midterm output during this session.
Required readings Eder, J. F. (1994). "Indigenous Peoples, Ancestral Lands and Human Rights in the Philippines." Ethnic Conflict: The New World Order, available at https://www.culturalsurvival.org/ourpublications/csq/article/indigenous-peoples-ancestral-lands-and-human-rights-philippines
Conde, C. H. (2002). Reporting without Understanding. Media Asia 29 (2): 67-70.
Recommended website The IC Magazine available online at https://intercontinentalcry.org/indigenous-peoples/lumad/
Suggested readings Internal Displacement Monitoring Center. (10 February 2015). "Philippines: Long-term recovery challenges remain in the wake of massive displacement," available at http://www.internal-displacement.org/south-and-south-east asia/philippines/2015/philippines-long-term-recovery-challenges-remain-in-the-wake-of-massive-displacement/
Gutierrez, J. (29 September 2015). "Is the Philippine Army turning a blind eye to murder?" IRIN Humanitarian News and Analysis, available at http://www.irinnews.org/report/102043/is-the-philippine-army-turning-a-blind-eye-to-murder |
|
Week 13 |
Conflicts in South Asia and Southeast Asia Discussion: Students who choose this conflict as topic for their conflict map will present their midterm output during this session.
Required readings Parks, T., Colletta, N., & Ben O. (2013). The Contested Corners of Asia: Subnational Conflict and International Development Assistance, San Francisco, CA: The Asia Foundation, available at https://asiafoundation.org/resources/pdfs/ContestedCornersOfAsia.pdf
Online Resources on conflicts in Asia available on this websites: IRIN: http://www.irinnews.org
International Crisis Group, resources on internal conflicts in Southeast Asia, available at http://www.crisisgroup.org/en/regions/asia/south-east-asia.aspx
International Crisis Group, resources on internal conflicts in South Asia, available at http://www.crisisgroup.org/en/regions/asia/south-asia.aspx
Details of United Nations Peacekeeping operations in Asia, available at http://www.un.org/en/peacekeeping/ |
|
Week 14 |
Promoting Prospects of Peace Instead of Encouraging More Violence Discussion: How can journalism help promote a culture of peace? How can a contextual reporting help break cycle of violence?
Required readings Lynch, J. & McGoldrick, A. (2005). Chapter 3, "Reporting and Understanding Violence," Peace Journalism. Stroud: Hawthorn Press, pp. 57-91. Recommended readings Lynch, J., and McGoldrick, A. (2012). Responses to Peace Journalism. Journalism 14 (8) UK: SAGE, 1042-1056.
McGoldrick, A. (2011). Empathy and ethics: Journalistic representation and its consequences. In Ibrahim S. S., Jake L., and Robert A. H. (Eds.). Expanding Peace Journalism: Comparative and Critical Approaches (pp. 122-144). Sydney: Sydney University Press. |
|
Week 15 |
Understanding Current Framing of News on Conflict Discussion: Understanding newsroom conventions and the factors that influence in the production news stories. Communication models, which explain why news on conflict is reported the way it is.
Required reading Lynch, J. & McGoldrick, A. (2005). Chapter 7, "Why is News the Way it is?'', Peace Journalism. Stroud: Hawthorn Press, pp. 195-224. |
|
Week 16 |
Debates on Peace Journalism: Objectivity vs. Advocacy Discussion: Critical reexamination of journalistic conventions and determine whether concept of peace journalism follows objectivity or leaning toward peace activism.
Required readings Loyn, D. (2007). Good journalism or peace journalism? Conflict and Communication Online 6 (1), available at http://www.cco.regener-online.de/2007_2/pdf/loyn.pdf
Hanitzsch, T. (2007). Situating peace journalism in journalism studies: A critical appraisal. Conflict and Communication Online 6 (2), available at http://cco.regener-online.de/2007_2/pdf/hanitzsch.pdf
Shinar, D. (2007). Epilogue: Peace Journalism — The State of the Art. Conflict And Communication Online 6 (1), available at http://www.cco.regener-online.de/2007_1/pdf/shinar_2007.pdf
Hackett, R. A. (2006). Is Peace Journalism Possible? Three frameworks for Assessing structure and agency in news media. Conflict and Communication Online 5 (2), available at http://www.cco.regener-online.de/2006_2/pdf/hackett.pdf
Lynch, J. (2007). Peace journalism and its discontents. Conflict and Communication Online. 6 (2), available at http://cco.regener-online.de/2007_2/pdf/lynch.pdf |
|
Week 17 |
Is Peace Journalism Feasible? Discussion: Given the hindrances in the news production is it even feasible to practice Peace Journalism?
Required readings Lynch, J. (2013). Is peace journalism feasible? Pointers for research and media development. Ethical Space: The International Journal of Communication Ethics. UK: Abramis Academic, 15-25.
Patindol, J. C. (2008). PECOJON: Building A Peace Journalists' Network from the Ground Challenges and Lessons Learned. Paper presented at the 2008 International Peace Research Conference in Belgium, available at https://www.academia.edu/268614/PECOJON Building A Peace Journalists Network from the Ground — Challenges and Lessons Learned |
|
Week 18 |
No class. Final Consultation for the Final Requirement Note: This is an individual output and should be submitted seven days after Week 18. |
E. SUGGESTED REFERENCES
Textbooks
Lynch, J. and McGoldrick, A. (2005). Peace Journalism. Stroud: Hawthorn Press.
Lynch, J. and Galtung, J. (2010). Reporting Conflict: New Directions in Peace Journalism. St. Lucia: University of Queensland Press. AcICHD
Alternative resources available online
A course in Peace Journalism by Jake Lynch available at http://www.cco.regener-online.de/2007_1/pdf/lynch.pdf
Peace Journalism: What is it? How to do it? By Jake Lynch and Annabel McGoldrick available at https://www.transcend.org/tri/downloads/McGoldrick_Lynch_Peace-Journalism.pdf
Recommended Websites
Conflict and Communication Online: http://www.cco.regener-online.de
Reporting the World: http://www.reportingtheworld.net
Transcend International: https://www.transcend.org
Conflict Sensitivity Consortium: http://www.conflictsensitivity.org
Norwegian Peacebuilding Resource Center: http://www.peacebuilding.no
International Crisis Group: http://www.crisisgroup.org
United Nations Peacekeeping Mission: http://www.un.org/en/peacekeeping/
International Alert: http://www.international-alert.org
F. COURSE ASSESSMENTS
|
Class participation and attendance |
5% |
|
In-class and take home tasks |
10% |
|
Midterm requirement: Conflict map |
35% |
|
Final output • Conflict-sensitive reporting exercises: a. Write a Peace Journalism article (not more than 1,000 words) based on one of the conflicts discussed in class b. Write a commentary of 1,500 words explaining your article using the guidelines and criteria below. |
50% |
|
TOTAL |
100% |
G. GUIDELINES FOR THE MIDTERM REQUIREMENT
Using the conflict analysis tools discussed in class, students are required to create at least two conflict maps, keeping in mind that these are for newsroom purposes. The first tool should provide reporters and editors a better understanding of the history of a specific conflict, its levels, stages and dynamics. The second map should identify key parties and actors to the conflict, their positions, needs and interests.
Note: It is strongly recommended that students choose any of the conflicts stated in weeks 8, 9, 10, 11. Conflict maps will be presented in class as part of the resource materials.
Grading criteria for the midterm requirement
• Clarity of map (Will it be helpful in real newsroom?)
• Extent of research (Does it identify other stakeholders of conflict aside from the major opposing sides?)
• Ability to spot critical positions of any of the parties to the conflict to a specific issue
H. GUIDELINES FOR THE FINAL REQUIREMENT
1. Peace Journalism Article
• Should not be more than 1,000 words
• Should be based on a major conflict covered by the media
• Students find their own sources. They can use quotes from another report, use facts based on documents, and other published materials.
2. Commentary addressing the following questions:
• Using news articles as samples, explain how the chosen conflict was reported.
• What are the characteristics that make the report War Journalism?
• How is your report different the way it was reported at the time?
• Why are conflicts reported so often in War Journalism style?
• Was the reporting of media outfit objective?
• Is your reporting objective?
• In the real newsroom scenario, what are potential challenges you might face that would hinder you in reporting conflict in Peace Journalism framing? How do you propose to counter these challenges?
Grading criteria for the final requirement
1. Peace Journalism article
• Evidence of critical understanding of War Journalism and Peace Journalism
• Extent of research
• Quality of copy and presentation
2. Commentary
• Evidence of critical understanding of peace and conflict studies theories/concepts
• Evidence of critical understanding of War Journalism and Peace Journalism models
• Ability to marry peace and conflict concepts to real newsroom scenarios
• Relevance of answers to the questions
• Extent of research
• Quality of presentation
I. CONSULTATION
Weeks 9 and 18 are for face-to-face consultations. However, students are encouraged to consult through email or after class about course requirements throughout the term. TAIaHE
ANNEX D
Description and Specification of Courses
CORE COURSES
|
Course Name |
Introduction to Communication |
|
Course Description |
Communication as a discipline, as a field of study, and as a profession; the communication process, its elements; history, growth and development of mass communication |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
None |
|
Suggested Course Content |
• History of communication • The communication process • The role of communication in society • Communication technology and influence on society |
|
Course Name |
Communication Theory |
|
Course Description |
Theories, principles and concepts in communication; issues and perspectives in the study of communication, including journalism |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
Introduction to Communication |
|
Suggested Course Content |
• Theory in the process of inquiry • Communication theory and scholarship • Communication theories |
|
Course Name |
Media and Society |
|
Course Description |
The role of media, particularly the news media, in a democratic society with emphasis on the Philippine setting |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
Introduction to Communication |
|
Suggested Course Content |
• The growth of the Philippine media • Philippine media and society • Media environment: political, economic and cultural • Media and social reality • Media management and organization • Media globalization • Roles of journalists |
|
Course Name |
Internship |
|
Course Description |
Real-world exposure to the daily work of multi-platform journalists |
|
Course Credits |
3 units |
|
Minimum number of hours |
200 hours |
|
Prerequisite |
Feature Writing, Editorial Management |
|
Course Name |
Journalism Studies |
|
Course Description |
The scholastic and professional study of Philippine journalism and its actors — journalists, editors, news organizations, audiences, etc. — with regional and global contexts and implications |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
Communication Theory |
|
Suggested Course Content |
• Introduction to journalism studies vis-a-vis communication studies • Areas of journalism research • Quantitative and qualitative research methods for journalism studies |
|
Course Name |
Media Law |
|
Course Description |
International and Philippine laws governing and affecting media, including the latest relevant Supreme Court decisions/jurisprudence |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
Research in journalism; senior standing |
|
Suggested course content |
• Universal Declaration of Human Rights • 1987 Philippine Constitution • Civil and criminal laws affecting media • Case law |
|
Course Name |
Special Project in Journalism (Capstone for both B Journalism and BA Journalism) |
|
Course Description |
Individual or group work on a research project or applied project in journalism (e.g., investigative report, explanatory story, narrative journalism story, multimedia story, documentary, data journalism-backed story) |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
Research in Journalism; senior standing |
|
Course Name |
Capstone: Thesis (Capstone for BA Journalism) |
|
Course Description |
Production and presentation of a thesis that is related to journalism in the Philippines and its related issues, from scholastic and professional perspectives |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
Journalism Studies; senior standing |
REQUIRED COURSES
|
Course Name |
Journalism Principles and Practices |
|
Course Description |
The scope and responsibilities of journalism work in a multimedia world, including an introduction to basic journalistic skills |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
None |
|
Suggested Course Content |
• What is journalism? • The role of journalism and the journalist in society • History of the world press and the Philippine press • Media organization: owners and editors; the beat; the newsroom • Problems and issues in Philippine journalism • Introduction to journalistic forms: news, feature, opinion and commentary • News values and qualities of news • Basic skills: writing the news; the art of the interview; writing the feature |
|
Course Name |
News Reporting and Writing |
|
Course Description |
Elements of news, methods of gathering news, and organizing and writing of news stories; practical application of principles |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
Journalism Principles and Practices |
|
Suggested Course Content |
• Definition of news • News values • Qualities of news • News story structure (lead, body, 5Ws and 1H, inverted pyramid and beyond) • Beat coverage • In-depth and explanatory reporting |
|
Course Name |
Feature Writing |
|
Course Description |
Elements and types of feature stories, methods of gathering information, and organizing and writing of feature stories; practical application of principles |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
Journalism Principles and Practices |
|
Suggested Course Content |
• The market and audience for feature articles • Elements of the feature article • Finding story ideas • The art of the interview and observation • Types of features stories |
|
Course Name |
News Editing and Production |
|
Course Description |
Editorial practices and procedures in putting out a news product including copy-editing, headline writing, processing of images, and designing the news product |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
News Reporting and Writing |
|
Suggested Course Content |
• Newsroom structure • Role of the news desk • Principles of editing in journalism • The stylebook • Principles of news design • Basics of desktop/electronic publishing |
|
Laboratory and equipment: |
Newsroom with 1:2 computer-to-student ratio |
|
Course Name |
Broadcast Journalism |
|
Course Description |
Gathering, writing, editing, delivery and presentation of radio and TV news and public affairs programs |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
News Reporting and Writing |
|
Suggested Course Content |
• History of broadcast journalism • Understanding television and radio • Understanding the audience • Radio news and public affairs • Television news and public affairs • Writing for radio • Writing for television |
|
Course Name |
Editorial Management |
|
Course Description |
Managing the day-to-day operations of newsrooms, including planning and decision making |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
News Editing and Production |
|
Suggested Course Content |
• The newsroom (print, broadcast, online) • Role of news managers and the newsroom • Newsroom staffing • Financial operations vis-a-vis editorial independence • Issue planning and directing coverage: manpower; logistics; equipment |
|
Course Name |
Research for Journalism |
|
Course Description |
Research skills necessary for journalistic practice |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
Journalism Principles & Practices |
|
Co-requisite |
News Reporting and Writing |
|
Suggested Course Content |
• Sources of information • Documents and interviews • Computer-assisted reporting • Other methods (e.g., social science methods) |
|
Course Name |
Investigative Journalism |
|
Course Description |
In-depth story on matters of public importance that are concealed or under-reported |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
News Reporting and Writing, Feature Writing |
|
Suggested Course Content |
• Definition and history of investigative journalism • Investigative news gathering techniques • Writing the investigative story • Legal and ethical constraints in investigative journalism |
|
Course Name |
Photojournalism |
|
Course Description |
Basic photography skills in covering news events |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
News Reporting and Writing |
|
Suggested Course Content |
• What is photojournalism (definition, characteristics, aim, history, picture categories) • The photographer and the news sense • Basic photography (photographic equipment and processes) • Visual awareness (composition, form and content, judging single photograph) • The caption • Photojournalists' rights and ethics |
|
Laboratory and equipment |
Photo laboratory |
|
Course Name |
Multimedia Journalism |
|
Course Description |
Producing and packaging text, photographs, videos, audio, graphics and interactivity for online and mobile news consumers |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
News Reporting and Writing, Feature Writing |
|
Suggested Course Content |
• Introduction to the new media • Online research and reporting • Elements of multimedia journalism (text, videos, audio, photographs, graphics, etc.) • Writing and editing for the new media • Ethical and legal issues in multimedia journalism |
|
Laboratory and equipment |
Newsroom with 1:2 computer-to-student ratio (with printer) |
|
Course Name |
Journalism Ethics |
|
Course Description |
Discussion and application of basic ethical principles and relevant tenets in journalism |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
News Reporting and Writing |
|
Suggested Course Content |
• Elements of Journalism (Bill Kovach and Tom Rosenstiel) • Ethical standards and principles in news media practice • Ethical challenges for journalists in the Philippines and the world • Journalists' codes of ethics |
|
Course Name |
Thesis in Journalism (Capstone for BA Journalism) |
|
Course Description |
Individual or group thesis (theoretical, applied research, blend of theoretical and applied research) covering an area of research in journalism studies |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
Journalism Studies; senior standing |
SUGGESTED ELECTIVES
|
Course Name |
Community Journalism |
|
Course Description |
Problems and concerns including the practice of community journalism, its future and role |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
News Editing and Production |
|
Suggested Course Content |
• The community press • Geographic and virtual areas of coverage • Public/civic journalism • Hyperlocal journalism • Managing the community news outlet • Issues and problems in the community press (training, safety, resources, ethics) • Producing a community news product (highly recommended) |
|
Course Name |
Business and Economic Journalism |
|
Course Description |
News coverage of the country's economy and business activities, and their impact on society |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
Basic economics, News Reporting and Writing |
|
Suggested Course Content |
• Basic business and economic concepts and principles • The business section and its beats • Writing for non-specialists • Ethical issues in covering business |
|
Course Name |
Science Journalism |
|
Course Description |
Principles and techniques of writing news, features and explanatory reports on scientific developments and discoveries |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite |
News Reporting and Writing, Feature Writing |
|
Suggested Course Content |
• Information and science literacy • Basic science news • Sources of scientific information • Principles of popular writing • Ethics in covering science stories |
|
Course Name |
Environmental Journalism |
|
Course Description |
The environment as a special area of coverage |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite/s |
News Reporting and Writing, Feature Writing |
|
Suggested Course Content |
• Brief history of the environmental movement • Major environmental issues and their contexts • Ethics in covering environmental issues |
|
Course Name |
Reporting the Arts and Culture |
|
Course Description |
The arts and culture as a special area of coverage |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite/s |
News Reporting and Writing, Feature Writing |
|
Suggested Course Content |
• The arts and culture beat • Popular, folk and indigenous culture and art • Reporting cultural performances and events • Reviewing works of art • Issues and problems |
|
Course Name |
Sports Journalism |
|
Course Description |
Principles and techniques in sports journalism |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite/s |
News Reporting and Writing, Feature Writing |
|
Suggested Course Content |
• The world of sports • The sports journalist • Covering a game/event • Sports style guide • The sports commentary • Sports broadcasting • Sports photography • The ethics of sports writing |
|
Course Name |
Opinion and Commentary |
|
Course Description |
Research, writing and presentation of opinion and analysis in multimedia formats, including editorials, columns and user-generated content |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite/s |
Journalism Principles and Practices |
|
Suggested Course Content |
• The role of commentary • The op-ed section • The editorial • The column • User-generated content • The analysis or analytical piece • The editorial cartoon |
|
Course Name |
Magazine Journalism |
|
Course Description |
Orientation to the magazine industry, both print and electronic media |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite/s |
News Reporting and Writing, Feature Writing |
|
Suggested Course Content |
• History of magazines • Forms of magazine writing • Magazine editing and production • Niche magazines • The interrelationships of editorial content, circulation, advertising, promotion, administration and production |
|
Course Name |
Narrative/Literary Journalism |
|
Course Description |
Non-fiction writing that applies the techniques of creative writing in journalism |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite/s |
Feature writing |
|
Suggested Course Content |
• The journalist as storyteller • Literature and journalism • Elements of narrative journalism • Data gathering, writing and editing narrative stories • Structuring the narrative piece • Ethics in narrative/literary journalism |
|
Course Name |
Seminar on Journalism Issues |
|
Course Description |
Discussion of issues in journalism |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite/s |
Senior standing |
|
Suggested Course Content |
To be decided by the department and the instructor |
|
Course Name |
Conflict-Sensitive Reporting |
|
Course Description |
Critical examination and coverage of conflict |
|
Course Credits |
3 units |
|
Contact Hours per week |
3 hours |
|
Prerequisite/s |
Senior standing |
|
Suggested Course Content |
• Media's representation of conflict • The media in peace, conflict and violence • Peace and war journalism models and theories • Conflict analysis • Conflicts in the Philippines and media coverage of these |
Cite This Law
Policies, Standards and Guidelines for Bachelor in Journalism and Bachelor of Arts in Journalism Programs, CHED Memorandum Order No. 041-17, May 12, 2017 (Philippines)
Policies, Standards and Guidelines for Bachelor in Journalism and Bachelor of Arts in Journalism Programs, CHED Memorandum Order No. 041-17 (Phil. 2017)
Browse More Other Rules and Procedures
Explore other laws in the Other Rules and Procedures category.
View All Other Rules and ProceduresNeed Help Understanding This Law?
Ask our AI assistant to explain provisions, implications, or related laws.
Ask AI About This Law