Mass miscommunication

Published on 5 July 2012 in Culture
Ashraf Al-Murqab (author)

Ashraf Al-Murqab

Students at the College of Mass Communication are unable to realize their ambitions

Students at the College of Mass Communication are unable to realize their ambitions

Naji Al-Salehi’s main goal in life is to be an anchor.

He expected to learn the skills needed to make his dream come true at the College of Mass Communication. He thought the college would lead him to his goal.

Since his first month of college, frustration overcame him. The college that he depended on to help him accomplish his ambition was inadequate, the curriculum as old as the study halls.

Al-Salehi said the curriculum dates back to the sixties. He saidlessons are usually based on theoretical study and have no practical application.

Al-Salehi is not the only student dissatisfied with the program; his classmate, Sophomore Hanan Mohammed, sees many problems.

“I mostly do not understand what the professors say,” Mohammed said. ”Some professors assign the students with heavy tasks. We feel unable to think clearly.”

She said that she wondered about how the college could lack sophisticated academic equipment that should be automatically available. There are no sufficient computer laboratories; there are no cameras or recording devices for students to practice using.

“For years, the College of Mass Communication has not changed,” Mohammed said. “It is known by the government and private sector media outlets that the College of Mass Communication graduates are not qualified enough to work as reporters.”

Mustafa Masna'a graduated from the school in 2006. He said students at the school “experience an inability to shape news pieces and an inability to write reports of articles,” even though these are skills journalism students learn in other countries.

“The only thing I blame myself for is studying at College of Mass Communication,” he said. “I spent four years at the college, from which I gained nothing. It is criminal to be a media graduate and not know the fundamentals of journalism.”

Ismael Al-Sadaee, a media graduate, thinks some of the curriculum is inappropriate because most of the syllabi have Egyptian curriculum stamps. For instance, examples in some curriculum do not represent Yemeni culture. Furthermore, titles and content are inconsistent, according to Al-Sadaee.

He said the halls are old and poorly equipped; there are no boards, nor microphones.

“The college needs a survey to highlight the academic situation,” Al-Sadaee said.

Mohammed Hussein, a fourth-year student at the College of Computer Sciences, said, ”There are many problems, including the lack of sophisticated laboratories. The programs cannot succeed with such old apparatuses. The overcrowed halls are a problem as well.”

“The curriculum in the Physics Department is repetitive and unmodified. It has become old and not advanced; there is a shortage of Arabic references,” Asma Al-Yazeedi, a student at College of Education, pointed out. “The references can found in English.”

Al-Yazeedi said scientific section students face many difficulties. Labs are inadequate and have mostly become unworkable environments. Students go to the College of Science to use their labs, which is a waste of time, according to Al-Yazeedi.

Dr. Adel Al-Sharjabi said the Sana'a University curriculum is old and doesn’t fulfill the professors’ and students' ambitions. The university is deteriorating in comparison with the Arabic universities.

Al-Sharjabi posed two questions: How do Yemeni universities compare to developed international universities, and have Yemeni universities contributed to development in accordance with local and regional market demands?

“I hope the government will consider the university administration and develop the staff in charge of managing the university in order to improve academic education,” he said.

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