This baseline study has been conducted within the inception phase of the project Capacity Building of the School of Journalism and Communication, to support the School of Journalism and Communication (SJC) under the University of Rwanda. The findings rest mainly on eight brief background papers analysing the media context and the environment in which SJC operates. The key outputs consist of proposed logical framework for the programme including indicators and baseline values under each of the four outcomes. The system for measuring and evaluating of the progress under the indicators throughout the four-year programme is a second important output of this study.

The findings of the study describe the dependency of the programme on the wider political and economic context of the media sector. Relatively liberal laws are accompanied by the opening up of the societal climate, albeit gradually. Changing media landscape in Rwanda shows the rise of importance in social media, especially in relation to discussing political and sensitive issues. Printed and digital media report widely on issues linked to public service delivery including negative aspects such as corruption, inefficiency or incompetency. However, investigative and analytical media coverage is still underdeveloped due to the mix of lack of individual competencies and the converged political climate.

Economic conditions of Rwandan media industry are as much defining as the political context. SJC students are aware about the lack of economic security in the industry, which prompts many of them to seek careers outside of the industry. Journalists, especially in printed media, work rarely under contractual arrangements. Basic working tools such as facilitation of transport to events are not granted. Needless to say, such an environment erodes the integrity and ethical standards within the industry, which leads to cases of corruption and creates opportunities for abusing power. For example, gender-based corruption is widespread in the recruitment process as well as in the working conditions for female media practitioners.

Despite the obvious fact that these fundamental issues stay outside of the scope of the programme, it is important to take them into account when discussing possible capacity building entry points at SJC. This notion is reinforced by the fact that despite significant investments into the media sector in Rwanda, the progress in quality media coverage is slow and rather uneven. MHC reports 900 training opportunities to mostly Rwandan journalists between 2010-2014. Professional international organizations such as Reporters sans Frontières, Media Action International, Panos, Foundation Hirondelle, Article 19, together with bilateral and multilateral development partners have all made considerable investments in the sector.

Still, capacity building challenges persist, especially at the individual level. Despite large quantity of trainings and institutional support to regulatory institutions and media houses, content creation suffers from general lack of working experience, low level of technical skills and professionalism and lack of general knowledge amongst journalists. Second weak area identified is business management of media houses. Lack of critical skills in business processes and models, finance, sales and marketing, logistics and other commercial aspects of managing a media enterprise are a significant obstacle to financial viability within most active media entities.

In relation to the main institutional beneficiary of the programme, SJC offers at the moment a four-year bachelor degree, 2-year Higher Diploma of Education in Media Studies and short, evening courses for media professionals at SJC. Around 260 students are enrolled at the School with around 30% of women amongst them. The school does not offer a master programme at the moment despite stated intention to offer a master degree in near future. Academic staff counts only 10 persons (one woman).

Despite positive tendencies in improving infrastructure and working conditions, SJC staff acknowledges numerous challenges, which have been cross-checked with students’ satisfactions and perceptions. The majority (54.4%) of SJC students indicate that SJC prepares them moderately well for their career. Too theoretical approach to teaching, lack of interaction with the media practice, frequent absences of teachers and lack of individual approaches to students are main areas of improvements. Major source of dissatisfaction (around 75%) amongst students is the access to the school’s library and reference materials as well as media laboratory and computers with access to Internet.