Abstract
The International Public Relations Association (IPRA) in their Gold Paper No.7 (1990:6)
recognises two schools of thought about education and training for public relations : one
that it is preparation for a technician level post and the other that it is preparation for
management. These two approaches broadly represent that of public relations
education in the USA and that in Europe, respectively. These two different approaches
differ markedly. South African tertiary education utilises both of these approaches,
university education in public relations following the European model, and technikon
education following the model of the USA. This has created confusion in industry and,
as a result, graduates of both universities and technikons are often not given due
recognition. It also results in public relations not realising its true potential. Added to the
foregoing, there are fundamental problems in the field of public relations itself, such as
its lack of definition and also of scientific status and professionalism.
South Africa is currently introducing an outcomes-based approach to education
throughout its tertiary education system. While the introduction of a particular
curriculation approach such as outcomes-based education would be problematic in the
general sense because of the fundamental problems of public relations, it is particularly
so in the South African context where public relations education is being offered in
accordance with the two different approaches to education. For this reason, this study
seeks to provide guidelines for the curriculation of technikon level public relations
education within an outcomes-based approach to education. The compilation of a set of
guidelines for technikon level public relations education will serve a useful purpose in
several directions, as set out below:-
(1) The confusion in South African industry with regard to the recognition of the
abilities of public relations graduates can be alleviated.
(2) The path can be opened for the accreditation of public relations graduates to be
instituted.
(3) The chances of graduates gaining managerial positions and of becoming members
of the dominant coalition of an organisation and of being able to utilise the
Excellence Model of public relations practice will be promoted.
(4) Research is more likely to be theoretically-grounded and is likely both to increase
in volume and to make a worthy contribution to development in South Africa.
(5) The chances of the fundamental problems of the field of public relations being
engaged will be enhanced and this could make significant contributions to the field
on a generic scale.
(6) The fulfilment of the requirement of The White Paper (1997) that South African
tertiary education carry out its function with economy and efficiency will be
facilitated.
In order to fulfil the primary purpose, current approaches to tertiary level public relations
education will be analysed and assessed in various contexts; weaknesses and
strengths in current curriculation perspectives adopted for tertiary level public relations
education will be identified; the impact of the educational context on the curriculation of
technikon level public relations courses will be analysed; and a theoretical framework
for understanding the context of technikon tertiary level public relations education will be
developed.
The foregoing yield information for the compilation of guidelines and recommendations
for technikon level public relations education in South Africa.
Prof. S. Verwey