2-4 February 2015- Istanbul, Turkey Proceedings of INTCESS15- 2 nd International Conference on Education and Social Sciences 575 ISBN: 978-605-64453-2-3 JOURNALISM EDUCATION IN MALAYSIA: DANCING WITH UNESCO’S MODEL CURRICULA Dr. Awan Ismail 1 , Dr. Rizalawati Ismail 2 *, Dr. Norizah Aripin 3 and AP Dr. Norhafezah Yusof 4 1, 3, 4 Universiti Utara Malaysia, Sintok, Kedah, Malaysia 2 International Islamic University Malaysia, Kuala Lumpur, Malaysia, email: rizalawati@gmail.com *Corresponding Author Abstract Globally, journalism education is undergoing significant changes in lieu of the ongoing technological evolution. In recognition of the importance of journalism education and how it shapes journalism practices globally, in 2007 UNESCO has mapped out a framework for journalism education, especially for developing countries. This study seeks to identify the core values, knowledge, and skills needed in Malaysian journalism education and ascertain the degree to which they align with the model of journalism curriculum for developing countries proposed by UNESCO. To this end, the study conducted in-depth interviews with journalism scholars in Malaysian public universities and senior practitioners from media organisations. The results show the majority of educational components recommended by UNESCO are not compatible with journalism education in Malaysia. Keywords: Journalism education, curriculum, Malaysia, UNESCO INTRODUCTION Journalism has long been an established academic discipline taught in the majority of universities globally. In Malaysia, journalism education has existed for more than 40 years, which is more than enough for the disciple to have matured. Yet, despite its age, questions remain as to the efficacy of the journalism education in preparing graduates with the necessary skills to proactively participate in and contribute to the journalistic world. As such, there is an ongoing global debate on the constituents of good journalism education (Comrie, 2003; Deuze, 2006; Reese and Cohen, 2000; etc.). Many researchers agree that journalism education should prepare students by imbibing within them the knowledge (education) and skills (training) necessary to reflect the best practices in journalism. It should prepare them to be responsible journalists with broad general knowledge and specific know-how. It should not only prepare them with good linguistic ability, but journalists should be proficient in the use of a wide range of technologies and stay abreast with changes in technology and news media. For all intents and purposes, in 2007, the United Nations Educational, Scientific and Cultural Organization (UNESCO) introduced its new Model Curricula for Journalism Education for Developing Countries and Emerging Democracies. This journalism curricula was introduced to improve global journalism education. UNESCO assumes that the proposed journalism model can be applied in any developing country and emerging democratic states regardless of the diversity in national, social, economic, political and cutural contexts. Many have criticised the model as there are obstacles such as family structure, culture, reigion, climate, etc., in the implementation of the proposed model in most developing countries (Freedman & Shafer, 2008; Shafer, Freedman & Rendahl, 2008). The new UNESCO curricula maintians North American and Western European journalism practices as yardstick, however, the Western rooted curricula is not always suitable for most non-Western contexts. On that note, this paper investigates the feasibility of the UNESCO model on journalism education in Malaysia. Through our interviews with experienced lecturers in journalism and seasoned practictioners in Malaysia, we can triangulate the findings with the UNESCO model to ascertain the suitablitiy of this model to the Malaysian context.