The Role of Regulatory Frameworks in Enhancing Journalism Training and Media Practice in Tanzania
Abstract
The Media Council of Tanzania report (2019) posits that there is lack of sound journalism practice is prevalent in the Tanzanian media environment. This state of affairs informs the gap that this study sought to investigate, in particular, trying to establish the role of supervisory bodies responsible for ensuring the quality of the courses offered by the various universities and colleges training Journalism in Tanzania and those responsible for enhancing media professionalism in the country. Specifically, the study investigated the role of the regulatory frameworks governing journalism training (TCU and NACTE) and media practice (TCRA and MCT) in enhancing the profession. Guided by two theories, Kolb’s experiential learning theory, which insists on constant field training experience alongside classroom teaching, and Agenda setting theory which is concerned with the power that the media has over salience public opinion. The study adopted a mixed method approach using interviews with respective media trainers from St. Augustine University of Tanzania and a documentary review of the regulatory authorities responsible for media deployed to know their roles in enhancing media training and practice. An analysis of the roles was done and presented in narratives. The findings showed that there was a lack of a linked strategy between the training and practice regulatory frameworks that contributed to irresponsibility in governance. The study recommends that the policy that establishes the relevant authority should be reviewed to have a single regulator with departments that all collaborate to enhance the profession and consolidate the functions of all media-based entities from the training, research, media practice, and total quality assurance
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