L Middleton is based at the Department of Pharmacy, School of Health Sciences at University of KwaZulu-Natal (UKZN), South Africa
F Lampiao is based at the Department of Physiology, College of Medicine at the University of Malawi (UNIMA), Malawi
T Zimba is based at the Instituto Superior de Ciências de Saúde (ISCISA) and Maputo Central Hospital, Mozambique
GS Simonsen is based at the Department of Medical Biology at UiT The Arctic University of Norway (UiT), and Department of Microbiology and Infection Control at University Hospital of North Norway (UNN)
L Smabrekke is based at the Department of Pharmacy at UiT
J Musaya is based at the Department of Pathology, College of Medicine at UNIMA SN Muzime is based at the Instituto Superior de Ciências de Saúde (ISCISA),
Mozambique
V Solomon is based at the Department of Pharmacy, School of Health Sciences, UKZN F Suleman is based at the Department of Pharmacy, School of Health Sciences, UKZN
Arnfinn Sundsfjord is based at the Department of Medical Biology at UiT and Department of Microbiology and Infection Control, UNN
SY Essack is based at the Department of Pharmacy, School of Health Sciences, UKZN
Project title: Antimicrobial Stewardship and Conservancy in Africa
Partner institutions: University of KwaZulu-Natal (South Africa), Arctic University of Norway (Norway), College of Medicine, University of Malawi (Malawi) and the Instituto Superior de Ciências de Saúde in Mozambique (ISCISA)
Notes
1 At the time of writing, the 2016 plan was still being approved; this occurred in early 2019 but the plan has yet to be disseminated.
References
Besharati N, Moilwa M, Khunou K and Rios O (2015) Developing a Conceptual Framework for South–South Co-operation. NeST Africa working document, University of the Witwatersrand, School of Governance, available online
Besharati N, Rawhani C and Rios O (2017) A Monitoring and Evaluation Framework for South–South Co-operation. NeST Africa working paper, University of the Witwatersrand, School of Governance. Available online
GARP-M (Global Antibiotic Resistance Partnership, Mozambique Working Group) (2015) Situation Analysis and Recommendations: Antibiotic Use and Resistance in Mozambique.
Washington, DC and New Delhi: Center for Disease Dynamics, Economics and Policy Holmarsdottir HB, Desai Z, Botha LR, Breidlid A, Bastien S, Mukoma W, Nomlomo V et al.
(2013). Compare Forum: The idea of North–South and South–South Collaboration.
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Musicha P, Cornick JE, Bar-Zeev N, French N, Masesa C, Denis B, Feasey NA et al. (2017).
Trends in antimicrobial resistance in bloodstream infection isolates at a large urban hospital in Malawi, 1998–2016: A surveillance study. The Lancet Infectious Diseases 17(10): 1042–1052
Reddy E, Shaw AV and Crump J (2010) Community-acquired bloodstream infections in Africa: A systematic review and meta-analysis. The Lancet Infectious Diseases, 10(6):
417–432
UNDP (2016) Human Development Report 2016: Human Development for Everyone. New York
Unesco (2015) Unesco Science Report: Towards 2030. Paris
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Available online
3
Bridging gaps, building futures:
Global journalism and local practices
Kristin Skare Orgeret & William Tayeebwa
Introduction: A global journalism?
In this chapter, we discuss central understandings from the Norwegian Programme for Capacity Development in Higher Education and Research for Development (Norhed) project, ‘Bridging Gaps, Building Futures: Strengthening Media in Post-conflict Societies through Education and Research’, a collaboration between institutions offering journalism education in Nepal, South Sudan, Uganda and Norway. We explore journalism education in these countries, noting that all the South partners were considered to be post-conflict societies at the outset of the project. In line with the principles of the Norhed pro-gramme, these curricula were developed partly through a collaboration between researchers in the three South countries and Norway, and involved both a South–North and a South–South type of knowledge interaction.
The project was particularly sensitive to how global norms and eth-ics underpin the journalist’s meeting with local experiences, norms and values. Our starting point is that the ultimate goal of journalism educa-tion, regardless of its provider, is to empower not only the student but journalism itself (Berger and Foote 2017). In other words, its goal of strengthening the role of journalism in democratic societies, such as to provide information about people’s rights, to uncover illegal activities, to function as a two-way channel between those who govern and the
governed and to shape social identity (see e.g. Orgeret and Tayeebwa 2016), is as important as its goal of training journalists. The quality of journalism education will impact on the quality of citizenship and society. Hence journalism education educates not only practitioners, but the public as well (Berger and Foote 2017). This echoes Unesco’s statement that journalism education is essential ‘for the underpinning of key democratic principles that are fundamental to the development of every country’ (Tibbitts 2007: 5).
It is often argued that although media systems and journalistic cultures may differ widely, the changes and challenges facing journal-ism education around the world are largely similar, and thus would benefit from a ‘global’ approach (see e.g. Deuze 2006). This is also a principle of the current Unesco curriculum model, which is globally developed, rich in content from different settings, and attempts to set standards based on good practice internationally, in this way providing a resource on which stakeholders around the world can draw in order to improve the quality of journalism education in their countries.
Previous cross-national work in the field, such as that offered by Frohlich and Holtz-Bacha (2003) signal an ever-increasing interna-tional formalisation and standardisation as a fundamental feature of developments in journalism education worldwide. Many of these cen-tral standards stem from Europe and North America, and increasingly, lately, it has been argued that there is a continuous need to focus on decolonisation or de-Westernisation of the academic field – journalism included.
In this chapter, we discuss some of the key experiences from our project and whether professionalisation of journalism education in South Sudan, Uganda and Nepal may be seen as part of a modernisation project, or, rather, as shaped by values stemming from local settings and adjusted to local needs? Or is it both? The South–South dimension of our project is highlighted and we also discuss the need for journalism to reflect the constantly changing demands of the media industry while focusing on larger political and social issues. In doing so, the aim of this chapter is to participate in a broader discussion on transnational co-op-eration and processes that Roland Robertson (1992), in a somewhat convoluted way, referred to as the ‘universalisation of the particular
and the particularisation of the universal’ – in other words, globalisa-tion seen as both sameness and diversity.