Media Education Across Europe by David French, Mike Richards

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By David French, Mike Richards

Schooling in and in regards to the media is increasing throughout Europe and, just like the industries it experiences, is altering swiftly. the way forward for media schooling is an issue of dwell crisis in all ecu nations, as educators and practitioners through the continent come jointly to benefit from one another and to plot for the alterations to come back. Media schooling throughout Europe identifies the interesting advancements now occurring inside and around the barriers of ecu realms. Essays from 8 international locations - the U.K., France, Germany, Italy, Spain, Belgium, Sweden and the Netherlands - discover the advance of classes and ways to the topic in every one state. The individuals additionally ponder the customers for ecu collaboration in media schooling; the probabilities establishing up for graduate employment and the long run clash - and co-operation - among media academics and media employers.

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However well deserved their suppression, the authorities gave in to local protest. Even after the Second World War, the proliferation of small universities has continued, in opposition to every attempt at the planning or coordination of resources. See Barbagli 1974:70–80; Caracciolo 1958. The number of students grew from 288,000 in 1961 to 1,000,000 in 1988, and the percentage of the relevant age group going into the universities rose from 7 per cent in 1961 to 30 per cent in 1975. These figures vary significantly across disciplinary fields: in medicine, for instance, the teacher/student ratio is much lower than the average and the freshman drop-out rate is around 15 per cent, while low prestige fields such as sociology, political science and education have a higher teacher/student ratio and a freshman drop-out rate of up to 45 per cent.

Of course the range of the social sciences itself provides scope for considerable variation, from Winkin’s position, heavily influenced by Erving Goffman, to the more applied concerns of Alvarez. To some extent, the growth of the field has been facilitated by its ability to ‘borrow’ cultural capital from the institutions which it studies, as described by Giglioli, Winkin, Alvarez, French and Richards. But it is clear, particularly from Winkin, that such capital does not have a value to academic traditionalists equivalent to that which is at the disposal of the universities.

But Britain is also unusual in the degree of local autonomy allowed to universities in course design and innovation and this is perhaps less to be expected given the centralising trend of British educational policy for younger age groups. Italy represents the extreme of centralisation in university systems, with France not far behind. Elsewhere central political approval for new university courses seems to be the rule rather than the exception, as is shown in the otherwise contrasting experiences of Alvarez, Saeys and Eriksson.

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