The Broadcast media education system

The broadcast media education system 

Keshabi Joshi

Background Communication media are seen as an essential means of human interaction. The study of media deals with among other aspects, theories, and models for understanding the media and their potential reach and functioning. Education for media literacy often uses an inquiry-based academic model that encourages people to ask questions about what they watch, hear, and read. Because of media literacy education, people should be critically analyzed messages, offer opportunities for learners to make wider their experience of media, and help them develop creative skills in making their own media messages. Media literacy education may explore how structural features such as media ownership or its funding model affect the information presented. It also helps us to understand the global media system as well as its goals. Media literacy education is actively focused on instructional methods and integrating theoretical and critical frameworks. Media literate people should be skillful creators and producers of media messages, to facilitate understanding of the specific qualities of each medium, as well as Media literacy can be seen as contributing to an expanded conceptualization of literacy, treating mass media, popular culture, and digital media as new types of text that require analysis and evaluation. Broadcast media education system is very popular for the young generation because of the invention of new technologies and their richness and attractiveness. The world is become a global village because of electronic media such as Radio, television, and the Internet. It is also one part of media education. Historical development of Media education and broadcasting media education system The first examples of formal education are found in ancient Egypt, where the main subjects were writing, ethics, philosophy, etiquette, and gymnastics. On the other side of the world, schools were established in China by the 23rd century B.C. Universities were started in Europe from Italy between the 13th and 15th centuries. The idea of a university probably originated in India, North Africa, and Europe. The University of Paris was founded around 1150. Oxford began holding classes in the same century. As a result of the Renaissance, education became more and more a state interest. The first state schools developed in Prussia at the end of the 18th century. The first public high school in the United States was established in Boston in 1821. In the United States, one of education's purposes was the teaching of democracy. These new state schools were also influenced by the Industrial Revolution. To subjects like mathematics, natural science, literature and language, social science, and history were added agriculture, commerce, and technical subjects. Journalism and mass media were presented as the subject of scholarship in the united state and other western countries in the 20th century. The early roots of media literacy as being prior to the 1960s decade, lead by Marshall McLuhan, Bee Sullivan, Father John Culkin, and Herb Ostrich. In Britain, the first formal courses in Film Studies and, later, Media Studies were established in the 1970s as options for young people in the 14-19 age range. In England, the creation of the National Curriculum in 1990 included some limited requirements for teaching about the media as part of English. In areas of Europe, media education has seen many different forms. Media education was introduced into the curriculum in 1970 and into high schools in 1977. But the media education we know today did not evolve in Finland until the 1990s. Media education has been compulsory in Sweden since 1980 and in Denmark since 1970. In both these countries, media education evolved in the 1980s and 1990. Many countries have given recognition to media education but it is still not an integrated part of the school. France has taught film from the inception of the medium, but it has only been recently that conferences and media courses for teachers have been organized with the inclusion of media production. Germany saw theoretical publications on media literacy in the 1970s and 1980s, with a growing interest for media education inside and outside the educational system in the 80s and 90s. In the Netherlands media literacy was placed on the agenda by the Dutch government in 2006 as an important subject for the Dutch society. The history of media education in Russia appeared of the 1960s and it was the time of the revival of media education in secondary schools, universities, after-school children centers. The important achievements of the 1970s-1990s one can recall the first official programs of film and media education, published by the Ministry of Education, increasing interest of Ph.D. to media education, experimental theoretic, and practical work on media. The important events in media education development in Russia are the registration of the new specialization (since 2002) for the academic universities – ‘Media Education’ and the launch of a new academic journal ‘Media Education’ to a degree sponsored by the UNESCO. Additionally, the Internet sites of the Russian Association for Film and Media Education (English and Russian versions) were created. Canada was the first country in North America to require media literacy in the school curriculum. Media literacy education in the United States since the early 20th century, when high school English teachers first started using film to develop students' critical thinking and communication skills. India had also included media education in the high school curriculum in 1970s decade. The history of broadcasting began with early radio transmissions which only carried the dots and dashes of wireless telegraphy, around 1906. Commercially it was begun from the 1920s and Television commercially appeared in the 1960s decade. But broadcasting media education was started in the 1990s. Broadcast Media literacy education began to appear in state English education curriculum frameworks by the early 1990s as a result of increased awareness in the central role of visual, electronic, and digital media in the context of contemporary culture. Radio in education soon followed and colleges across the U.S. began adding radio broadcasting courses to their curriculum. But, after the Second World War, the terming institution was developed as hastily. Nonformal education in Nepal began in 1951 when activities for literacy enhancement began as part of the national development. In Nepal, media education evolved in 1976 from the PCL level curriculum. Bachelor level media literacy was started from 1979 and 1999 media literacy required in the master’s level curriculum. Nowadays many colleges have given recognition to media education at +2 level. Three universities have included this subject in their curriculum. A course on Journalism has also been started at the school level. Nepal is increasingly exposed to all kinds of media messages and images through dozens of global televisions, above 12 national channels, and more than three hundred FM stations. A number of media houses also train some of their own journalists by selecting potential students with necessary skills and putting them through journalism training workshops and on-the-job training intern programs. Such media houses believe that giving such opportunity builds employee loyalty and increases long-term employee retention rates while also proving cost-efficient. Media Organizations like Nepal Television, Radio Nepal, Kantipur Publications, Avenues Television, Himalaya Television, and others also run on-the-job training programs for aspiring journalists. There are many training institutions available such as Nepal press Institute, Media point, Aabhas, Investigative journalism center, Nepal environment journalist Group, etc. Because of the development of TV channels and FM stations, there are many photography and anchoring training institutions also expanded. Online journalism is in infant age It Impotent's and Challenges Media education is the only way to reduce its negative impact and benefit from it. Media education has the potential to reduce the harmful effects of media. Now day’s Broadcast media is more effective then Print media. They present both risks and benefits for children and adolescents. So, broadcast media education should be a part of school education from the lower level. Media education is defined as the study and analysis of mass media. It has the potential to reduce harmful effects through the process of educating children, adolescents, and adults about media. A media-literate public is able to decipher the purpose and message of media rather than accepting it at face value. Media educated users can recognize the media’s potential effects and make good choices about their and their children’s media exposure. As the objectives and role of media are shifting from the social servant and watchdog to a profiteer the importance of media education is increasing every day. The education planners should be realized the importance of media education for not only young students but children and adolescents also. There are many challenges and barriers in the Broadcast media education system in developing countries like Nepal. All stakeholders favor a strengthening of journalism training and education, pointing to a significant deficiency in the present system of education as lacking practical knowledge and providing only theoretical knowledge. There is also the devoted need for the strengthening of an academically based journalism education and an improvement in the very poor physical working conditions that journalism students and members of the staff are subjected to. There is a need for more advanced theoretical as well as practical knowledge among other things concerning reporting, editing, and technical know-how in radio, T.V, one line journalism, and press skills and layout. With limited finances, broadcasting education cannot add to the universities Curriculum. Language is another great barrier for accessing and using new media (computer) for the majority of the Nepalese. Consequently very few Nepalese can communicate in English, which is the dominating language on the Internet. Even the students of journalism have also the problem of the English language. So they should not be followed the coursebook which are written in English. Conclusion Broadcast media literacy education is actively focused on the instructional methods and pedagogy of media literacy, integrating theoretical and critical frameworks. Media literacy education is sometimes conceptualized as a way to address the negative dimensions of mass media, popular culture, and digital media, including media violence, gender and racial stereotypes, the secularization of children, and concerns about loss of privacy, cyberbullying, and Internet predators. By building knowledge and competencies in using media and technology, media literacy education may provide a type of protection to children and young by helping them make good choices in their media consumption habits and patterns of usage. UNESCO has played an important role in supporting media and information literacy by encouraging the development of national information and media literacy policies, However, media literacy education is distinct from simply using media and technology in the classroom, a distinction that is exemplified by the difference between "teaching with media" and "teaching about media."

Reference 

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