10 Education and training in journalism 129
10.5 Basic training 134
Anyone wanting to become a journalist in Switzerland, therefore, can do so without a corresponding educational qualification. A survey has revealed that, on the basis of a given selection of methods, over 50 different combinations were named. Nevertheless, younger journalists and trainees in particular have definite ideas of what qualifies someone to be a journalist. According ot a survey of the Association Quality in
Journalism in 2006, they agree that to start with, basic training is required.248 This view
is also supported by experienced media workers. Rolf Wespe of MAZ describes a combination of theory and practice as the ideal means, whereby an initial basic training period should be completed, followed by a traineeship to deepen the knowledge
gained. The prevailing opinion is that journalism cannot be taught via a purely theoretical academic route.249
10.5.1 The practical training period
Indeed, the practical route is the one most often taken in journalism. A survey by Vinzenz Wyss (2002, p.366) revealed that every other journalist had completed such a traineeship, while one in three had benefited from a placement. The survey of types of training also showed that traineeship is the method most often employed. Where respondents indicated a combination of methods, it was a traineeship, plus study at a school of journalism (ibid).
A short basic training period usually lasts from one to two months, a traineeship from one to two years. Traineeships are, however, hard to come by, and the trainees do not
248 Verein Qualität im Journalismus VQJ (Association Quality in Journalism), Anhörung der Journalisten. (Hearing of the Journalists.) 20 January 2000. Those questioned were Thomas Schäppi, editorial head of Schweiz Aktuell on Swiss-German TV; Yvonne-Denise Köchli, freelance journalist; Röbi Ruckstuhl, head of programmes at Radio Zürisee; Stefan Barmettler, head of business section at Facts and Josef Zihlmann, editor in chief of the Willisauer Bote (www.quajou.ch/hearing.php, consulted 2 December 2006).
249 Rolf Wespe, responsible for diploma studies at the Medienausbildungszentrum Luzern (MAZ): "Journalism is not a theoretical subject. It cannot be learnt in lectures. Training must be strongly anchored in practical work." Interview with the author, 14 February 2006
always receive optimal support at work. However, most larger and medium-sized newspapers regularly offer newcomers to the profession an opportunity of taking up a trainee position. At the Neue Luzerner Zeitung the trainee learns the basics from the bottom up by working in the regional section and is soon sent out in the field. “I was more than a little surprised, after a three-day introductory phase, to be sent to a
meeting to report on it. I had no idea of journalism at the time", a journalist250 said of his
first experiences as a trainee with the Neue Luzerner Zeitung. And he was even more surprised to find his article in the newspaper on the following day, largely unaltered. However, what worried him even more was the fact that “I practically never received any feedback which would have helped me to progress."
On the other hand, trainees at the Neue Zürcher Zeitung allocated to the Zurich, Inland or International sections of the paper are first of all acquainted with the language rules of the company. This entails them being first assigned to the duty editor who puts the articles of the editorial staff and correspondents into the newspaper. The Inland section of the Neue Zürcher Zeitung, for example, offers four-month traineeships.
Approximately every two years the section employs graduates of the MAZ post-diploma course in such a time frame251. No training takes place in conjunction with the MAZ
basic course, however: “To put it bluntly: even as a beginner I wrote and edited in the editorial department practically without support. I simply acquired the theoretical tools somehow by reading,” a trainee at the Neue Zürcher Zeitung 252 recalls. It is not
different in the online editorial department at the same newspaper. For the first time, at the beginning of 2006, a student of the basic MAZ training programme also completed a traineeship at the Neue Zürcher Zeitung. These examples show that, even within one of the largest Swiss newspapers, no standardised training of juniors takes place. And they also indicate that trainees in any form are at considerable risk of being exploited as cheap labour.
250 Interview with the author, 18 December 2005
251 The Swiss School of Journalism in Lucerne Medienausbildungszentrum Luzern (MAZ); See subchapter 10.5.3: Schools of journalism, p.137
10.5.2 Technical and private colleges
Prospective students can expand their practical knowledge with specific professional training at technical or private colleges, which place a strong emphasis on practical tasks, exposure to journalistic text formats and training in journalistic techniques, in which the lecturers have (allegedly) had experience as journalists themselves. Not always are the courses directed exclusively towards budding journalists or
professionals looking for opportunities for further training.
The Zurich University of Applied Sciences in Winterthur (ZHW), for example, has offered courses in journalism since 2000. These are, however, operated in conjunction with business communications training, even though it is clear that journalism and business communications require different, even opposing, skills. This contrast is described by the University as stimulating and absorbing. After all, the reasoning continues, many journalists change sides. Briefly stated: at the ZHW, prospective journalists are from the outset given the tools – and possibly the motivation too – to change direction even before they actually start out in journalism. Former lecturers at the ZHW also voice criticism concerning the admissions criteria and selection at the institution.253
Opinions are divided on this point of combined training for PR specialists and
journalists. On the one hand, there is a risk that journalists and PR specialists will no longer reflect their particular standpoints. The other camp argues that, as the market has a tremendous need for communications specialists, training with a dual orientation serves market requirements, as well as future jobseekers, and is therefore absolutely legitimate.254
Amongst the technical colleges offering journalism alongside other subjects is the College for Applied Linguistics (SAL). This institute endorses a combination of
journalism, translation and language teaching. The SAL plays a central role, particularly for the Mediengruppe Südostschweiz.255 The SAL, which has a branch in Chur in
253 Among them is Claudia Wirz, Neue Zürcher Zeitung Inland Editor. She gave journalism courses at the FHZ for several semesters. Interview with the author, 12 February 2006
254 Verein Qualität im Journalismus VQJ (Association Quality in Journalism), 31 January 2000. (www.quajou.ch/hearing.php, consulted 14 February 2006).
255 Verein Qualität im Journalismus VQJ (Association Quality in Journalism), Anhörung der Verleger. (Hearing of the Publishers.) 10 February 2000. Those questioned were Walter Rüegg, director of Radio DRS, Andreas Netzle, editor in chief of Solothurner Zeitung, Hanspeter Lebrument, publisher of the
addition to its headquarters in Zurich, is credited with having significantly improved the output of journalists in South-Eastern Switzerland. The Mediengruppe Südostschweiz has changed its policy and now does not give journalists their press certificate and inclusion on the masthead until they have completed a training course at SAL or a similar institute. Such radical “standards” are, however, unique in the Swiss media scene and run counter to calls for a really “open profession”. The Migros Club School St. Gallen and Adult Education Zurich have introduced courses for people wanting to practise journalism as a sideline, and both courses are very well-attended.
10.5.3 Schools of journalism
Until a few years ago, the Ringier publishing house used to provide training in
journalism even for non-employees. For economic reasons, however, the courses for external students were stopped. Although the resumption of courses for non-Ringier employees was announced for 2006, the publishing house has so far made no move to put this into effect.
Thus, at present the only college of journalism in the German-speaking part of Switzerland is the Swiss School of Journalism Medienausbildungszentrum Luzern (MAZ). It was established in 1984 and is a foundation of the German-Swiss and French-Swiss TV idée suisse, the Swiss Press Association, the Swiss Association of Journalists Impressum, the journalists’ trade union Comedia and the City and Canton of Lucerne. It is also supported by the Federal Office of Communications. Around 1,300 people study at MAZ each year. They are taught by some 250 lecturers, who are usually practising journalists or, depending on the various subjects, other professionals. MAZ covers all areas of journalism – from print through radio and television to online journalism.
As well as basic training, MAZ also offers post-diploma and further training courses. The first stage of basic training is the diploma course which has been taught since 1984 and lasts for two years. In addition to examinations gained either on leaving school, while working, or similar, the qualifications required are employment as a trainee or as a journalist with a media organisation. In addition, candidates have to
Mediengruppe Südostschweiz, Fridolin Luchsinger, head of communication department of Ringier AG, Norber Neininger, CEO of Meier+Cie.AG Schaffhausen. (www.quajou.ch/hearing.php, consulted 14 February 2006).
pass an entrance examination. Each year, though, MAZ has only about 35 graduates of this diploma course.
In addition, since 1996 MAZ has offered a masters course for graduates. It is aimed at newcomers or those, crossing over into journalism and is designed as full-time training for three semesters. In the third semester, the knowledge gained in the first two is put into practice, since the students work as trainees in an editorial office, an agency or a broadcasting station. Every two years, about fourteen people complete this course. At the end of 2005, as the first college of journalism in a German-speaking area, MAZ achieved the “Committed to Excellence in Europe” award of the European Foundation for Quality Management (EFQM). In order to maintain that quality, however, financial security is essential. In the spring of 2006, MAZ had to announce the cancellation of the ten-day radio journalism course. The background to this decision was a CHF 70,000 cut in the grant from the Federal Office of Communications. This was triggered by an application for a budget cut in Parliament. Interestingly enough, the impulse originated from publisher and ex-television personality Filippo Leutenegger. As we will see later, this can also be taken as an indication that it is mainly the older generation who are against state subventions for the training of journalists.
The MAZ training scheme is based mainly on three groups of skills: professional competence, communication skills and knowledge of the material. There is also social orientation, which should equip journalists with the ability to reflect on their own journalistic activity (Wyss 2002, p.217f.). According to Reto Schlatter, member of the study board, MAZ primarily trains in journalistic skills, namely “techniques for
conversation, interviews, reporting and commentating”. Emphasis is placed on practical tasks involving journalistic skills, such as research and writing texts. MAZ does not set out to convey basic knowledge in fields such as political science or economics.
On March 1 2006, the Bologna Reform256 was implemented at MAZ. Its objective is to
institute reforms in higher education throughout Europe, to promote mobility and, above all, to increase the quality of academic training. Among the most important features of this reform are two-level study courses with bachelor or masters diploma, the use of a uniform European Credit point system (ECTS) for study modules and the introduction
256 On 19 June 1999, 29 European Ministers in charge of higher education signed in Bologna the Declaration on establishing the European Area of Higher Education by 2010 and promoting the European System of higher education world-wide.
of a comparably system of titles. At MAZ the Bologna Reform has led to an intensification of theoretic and practical training, while teaching success can be monitored with more authority. At the same time, according to Rolf Wespe the overall quality of the studies has significantly increased. It is hoped to attract more students, also from abroad, in particular Germany. And, last but not least, Wespe concludes, it is thanks to the introduction of the Bologna Reform that 90 percent of all MAZ graduates find a job, even in difficult economic times257. It would also seem to indicate that people
might be coming round to the view that journalism, too, is a profession that can be learned to a certain degree. But the picture is deceptive. Vinzenz Wyss has found that many journalists, particularly older or firmly established ones, still believe “that
journalism is a profession where talent is all-important” (Wyss 2002, p.368) and that appropriate skills can only be acquired by “learning on the job”. Of particular interest in this connection is the statement made by the editor of a tabloid newspaper, which was cited by Wyss, to the effect that his specific professional training only made his job more difficult, and that due to his training he had certain ideals that he was not able to realise in his current position (ibid).