The rapid strides in mass media industry in recent times have opened up new opportunities of employment for young people as never before. While prospects of employment require specialized skills and knowledge, it has opened up new possibilities of launching education programmes in journalism at new universities located at various geographic locations of the Kingdom. In addition, it has also received the attention of many entrepreneurs and academics. A number of private agencies have come up with offers for post graduate/Masters programmes in Journalism or communication studies with approval from new universities or overseas institutions.

Such a free-for-all situation though welcome is bound to suffer if proper safe-guards Land parameter of standards is not observed early stages. Unplanned and disoriented endeavours are likely to jeopardise the very dignity of the profession and the social service mission of journalism. But who is going to monitor the pit-falls or lapses in the interest of the society? While the entire gamut of education is itself in a mess as regards to the observance of ethics and standards, journalism, at best, is a neglected domain left at the niercy of market forces or pressure groups. The Fourth Estate which is supposed to keep a vigil on the mal-performance of democratic institutions and chastise them throUgh objective presentation of facts, is itself suffering from its own weaknesses and short-comings.

In the backdrop of these disturbing trends, the paper seeks to examine the relevance of journalism education in Nepal in the context of Tribhuvan University, which is by far, the oldest and largest institution of advanced education in the Kingdom.

Study of Journalism in the formal educational set up was introduced in Ratna Rajya Laxmi Campus, Kathmandu in 1976 as a two-year optional subject at the proficiency certificate level (equivalent to 10+2 standard) under Tribhuvan University. Senior journalists in principal media organisations were inducted to work as part-time lecturers at the newly opened faculty of journalism. In 1986, the faculty was extended to cover education at the two-year diploma level (equivalent to Bachelor level, now rendered into a three-year course). From 1986, Peoples' Campus, a private campus, in Kathmandu, introduced the course at the certificate level.

From 1997, the Higher Secondary Education Board, HMG (HSEB) has introduced courses in Journalism and Mass Communication as optional subjects at Grade Xl and Xli. Still later; starting from the year 2001, the Board of Secondary Education, HMG, has prescribed Journalism for Grade IX and X as an optional subject.

Training in Journalism in the non-formal sector was launched in Nepal from 1984 by Nepal Press Institute. By now, a host of training organisations of various genres are in the business of imparting training in journalism to diverse clientele groups. Nepal Press Institute provided professional expertise in the development of curriculum and operative guidelines at the Secondary and Higher Secondary levels.

Any future plan for the promotion of the study of Journalism and Mass Communications shall have to take into account the following objectives:

To promote the culture of free press, media pluralism and human rights through the development of standard education in journalism and mass communications at the higher education level.
To support local initiatives in introducing study of journalism at other campuses outside the capital.
To suggest means of meeting the scarcity of teachers in Journalism by organising condensed training courses for university teachers.
To support initiatives for the production of well-graded text books in journalism in simple Nepali.
To support the development of libraries and on-line networking facilities at the newly established departments. To promote inter-links with suitable partner institutions abroad and facilitate the exchange of teachers and students.

Despite great boom in mass media industry and unrestricted access to regional and trans-national electronic media, we must admit in all frankness that media training and education do not figure anywhere in national development planning and resource allocation. In development terminology, mass media are wrongly understood as government controlled print and electronic media and telecommunications. Telecommunications is rated as one of the high priority development sector attracting huge national budget and external loans (5.21 billion rupees under the 8th Plan).

As exception, thanks to the effort of some media visionaries, foreign funding was attracted to this sector since 1995 for strengthening the independent media as important corollary of democracy arid human rights. The Media Development Fund and Media Training Support form two important components of the Danida support. In gross estimation, the absorption of funds until 2000AD in this sector should not exceed Rs 5 crore (50 million rupees). Mobilisation of external support has been instrument to some extent, in the resurgence of local and community media through training and absorption of modern technology. This trend, however welcome, has not made any dent in the domain of media education and human resource development on a sustained basis. This partly explains the sordid condition of journalism education at the only campus in Kathmandu and even discouraging environment outside the capital city.

Now let us examine the role of HMG policy in facilitating media education. The National Communication Policy, 1992, is very conspicuous by not making any reference to this important sector of service. Another policy document, the Ninth Plan has not considered it worthwhile to refer to man-power development in mass media and information although for exception, the information technology sector has been accorded due priority.

The education policy arid programmes co-ordinated under the umbrella of the Ministry of Education deliberately prefers to drop it on the assumption journalism education is a different discipline better to be taken care of by other agencies.

Instead of leaving this sector as a pariah, time has come to decide if media education is left entirely to the efforts of the private sector precluding government role in it. The second option could be channelising partial government support to bolster efforts of private and corporate organisations having a good track record of service. The first option should envisage educational institutions forging strong links with media industry that are willing to extend support to the educational development schemes. The third option is, the University and similar State supported institutions need to be impressed that teaching of journalism is a vocation-oriented learning and as such adequate funds are provided to ensure the standard and quality of education provided.

Enable students to have knowledge of the theoritical conepts, communication skills and practical experience necessary to pursue careers in media profession and media-enterprises

Impart knowledge through important research on the process, context and impact of mass communication, and develop appropriate research methods for the study of mass communcation

Train students to apply IT in mass media

Build up skills to pursue career as a journalist, communicator and media executive

Continue firther education beyond masters degree

The program is to designed to impart knowledge and skills of both mass communication and journalism through modular and research components such as traditional class room/laboratory techniques and self-help projects tuned to the real life situation themes.

It enables the students to apply information technology extensively in the field of mass communication and journalism. The subject-based modules of the course arm the students with theoritical information and the practical research work equips them with real professional talents.
Academic classes and professional exercise go side by side. Lecturers are followed by practical exposure in photo-lab, newsroom, computer center, sudio and visual studio on a regular basis.