Nepal’s journalism education at the tertiary level and the role of diaspora scholars

Bridging the Skills Gap: Aligning Journalism Education with Industrial Needs in Nepal

“…Journalism has also been introduced as an elective subject in secondary and higher secondary schools (Grades 9,10,11 & 12). There are over 168 schools and 80 colleges offering diverse media and journalism programs across the country (Acharya, 2019).…”

“…Despite having some practical exercises, university curricula lack a practical approach in journalism teaching-learning practices. For instance, TU's graduate program makes up 70 percent of theoretical classes, while practical classes account merely for 30 percent (Maharjan, 2020;Acharya, 2019). Opportunities for skills development like internships and traineeships are notably absent in these academic programs (Maharjan, 2021).…”

“…Skills gap is exacerbated by outdated readings in university courses, which fail to correspondence with current issues and market trends (Acharya, 2019;Maharjan, 2021;Parajuli et al, 2009). University curricula undergo regular updates to keep pace with the evolving media dynamics and market needs (WJEC, 2007).…”

“…Discourse on journalism education and newsroom exercises are widely discussed topic in many countries, yet it has received relatively less attention in Nepal's academic discourse. Existing literature on this theme mostly focuses on assessing evolution of media education, training exercises and their prospects and limitations, and the gap between the principles learned in classrooms and newsroom practices (Pant, 2009;Parajuli et al, 2009;Humagain, 2010;Acharya, 2019). Many of these studies argue that the quality of journalism education is inadequate to meet the international standards and domestic market needs (Parajuli et al;Acharya, 2019).…”

“…Existing literature on this theme mostly focuses on assessing evolution of media education, training exercises and their prospects and limitations, and the gap between the principles learned in classrooms and newsroom practices (Pant, 2009;Parajuli et al, 2009;Humagain, 2010;Acharya, 2019). Many of these studies argue that the quality of journalism education is inadequate to meet the international standards and domestic market needs (Parajuli et al;Acharya, 2019). However, previous studies are limited in scope and lack methodological rigor.…”