DE GRUYTER SAUR PUBLICATION 165 Ismail Abdullahi, A . Y. Asundi C . R . Karisddappa (Eds) LIS EDUCATION IN DEVELOPING COUNTRIES THE RO AD A H EA D UNIVERSITY OF IBADAN LIBRARY LIS EDUCATION IN DEVELOPING COUNTRIES The Road Ahead Edited on behalf of IFLA by Ismail Abdullahi, A. Y. Asundi and C. R. Karisiddappa DE G RU YTER SAUR ■ UNIVERSITY OF IBADAN LIBRARY ISBN 978-3-11-035529-1 e-ISBN 978-3-11-035538-3 ISSN 0344-6891 Library of Congress Cataloging-in-Publication Data ACIP catalog record for this book has been applied for at the Library of Congress. Bibliografische Information der Deutschen Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data is available on the internet at http://dnb.dnb.de. © 2014 Walter de Gruyter GmbH, Berlin/Boston Cover Image: Wesley VanDinter/Getty Images/iStockphoto Typesetting: Dr Rainer Ostermann, Munchen Printing and binding: CPI books GmbH, Leek ® Printed on acid-free paper ----------------------- Printed in Germany FSC MlxPapier aus verantwor- www.degruyter.com FSC* C003147 UNIVERSITY OF IBADAN LIBRARY Contents About IFLA---- IX Acknowledgements---- 1 Preface---- 2 Ismail Abdullahi Introduction---- 5 C. R. Karisiddappa 1. Rediscovering LIS Education in Developing Countries in the Knowledge Society: Opening Keynote Address---- 8 Filiberto Felipe Martinez Arellano and Patricia Lucia Rodriguez Vidal 2. LIS Education in Latin America---- 19 Bernard Dione 3. The Future of LIS Education in French-speaking West Africa---- 32 Chutima Sacchanand 4. Online Learning in Library and Information Science in the ASEAN Countries: Issues and Trends---- 42 Peter Burnett 5. Challenges and Problems of LIS Education in Selected African Countries — 53 Mohammed Nasser Al-Suqri, Salim Said Alkindi and Abdullah Humood Al-Sarmi 6. Library and Information Science in Oman’s New Information Environment Stakeholder Perspectives and Practical Recommendations---- 72 Kanwal Ameen 7. Challenges of LIS Education in South Asia Pakistan, India, Sri Lanka, and Bangladesh---- 86 UNIVERSITY OF IBADAN LIBRARY VIII — Contents A. Y. Asundi and C. R. Karisiddappa 8. LIS Education in Developing Countries A Knowledge-society Perspective with Special Reference to India---- 101 Abiola Abioye 9. Enhancing library and Information Science Education through Cross-border Collaboration The Experience of University of Ibadan, Nigeria and University of Ghana---- 115 Ismail Abdullahi, C. R. Karisiddappa and A. Y. Asundi 10. Philosophical and Pedagogical Foundations of LIS Curriculum Design Perspectives for the Third World Nations---- 131 Takashi Nagatsuka, Hiroyuki Tsunoda and Tomoko Harada 11. The Improvements in Quality of LIS Education through the Mutual International Exchanges of Students in East A sia---- 146 Eno Joseph Ottong and Ubong Joseph Ottong 12. Teaching and Learning for Development through Collaborative Curriculum Design A Study of the University of Botswana and University of Calabar, Nigeria---- 158 A. Y. Asundi 13. Marching Ahead towards an Operational South-South Collaboration - A Road Map A Proposal (Closing Keynote Address)---- 174 About the authors----181 About the editors---- 183 Index---- 184 UNIVERSITY OF IBADAN LIBRARY Abiola Abioye 9. Enhancing Library and Information Science Education through Cross-border Collaboration The Experience of University of Ibadan, Nigeria and University of Ghana Ambesettract:oratioinng i sth eC ollaboration forcgheadll ennogt eosn olyf l hibarsa rb amony e aen widg LnIdS iinnfso e tr ly ack itmutaitoino nnos ws wc liite edged hnince n (L IaSs) ead upcoatteinotn .t Coooll lafobr­ tahlseo d aecvreolsosp beodr dcoeursn. tWriehsi le coll ational bo of Euraobpoer aatniodn N iso rktnho Awmn etroi chaa vaen db eiesn,in wdeelel d uendaries but the cause of LIS education, not much seems to have been done ind , a vdelvoapnecdin ing tcwouon Wtreisets ,A pfrairctaincu cloarulnyt rtiheoss we iitnh th developing a common colonial experience wshtr eo Wnge shti sAtofrriiccaan region. Nigeria and Ghana are versity of Ibadan,Nigeria and the Uich culm l ties. They s niversitiyn aotfe Gdh inan tah ei ne stthaeb hliasrhem, aemnto onfg t hoeth Uenrsi,­ Laifbfirlaiartye, Acorcllheigveals aonfd U Innifvoerrmsiattyio onf LStounddioesn .a The Un same year (1948) as of Information Studies are notable centres onf dL ItSh ee iUvnerivseitrys iotyf Iobfa Gdahna’nsa D’se Dpaerptamrtemnte notf iItbsa fdirasnt LbIaSt cdhe poafr stmixe snttu sdteanrttesd i na s1 t9h6e0 Institute of L diburcaartiiaonns in West Africa. While the Ghana Library School established in 19, 6t1h ue nGdhear nthae L aIuSs dpeicpeasr htimp einn t1 9e5v9o lavnedd afrdommi tttehde sTuhset etnwaon LceIS o df eLpISa retdments have since been in the forefront i onf tGhhea dneav Leilborpamrye nBto aarndd. wlohnagt- stthainsd sitnugd rye ilnavtieo uncsahtiipo,n w inh aWt eiss tt hAef rliecvae. lI no fv cieowlla obfo trhaetiiro nunique position and the naire and semi-s stigated. A survey research design was a bdeotpwteede nw tihthem q?u eTshtiiso nis­ omtehnetrs p faorrt sd oaft tah ec torlulectcutiroend. iBntaesrevdie own w thith faculty world, recommendatioen sfi nardei nmgas i na tnhe two LIS institutions as instru­ in LIS education in theregion. de t dow inar tdhse i mligphrot voinf ge xcpoellraibeonrcaetsi oinn Kcieatyiwonords: Collaboration, West Africa, LIS Schools, West African Library Asso­ UNIVERSITY OF IBADAN LIBRARY 116 — Abiola Abioye Introduction Lpinr boratid aury anoncatli odn d oifn fhoirgmh-aqtuioanli tsyc iLeInce (LIS) edevelopment. LIS proSf epssrioofnesaslsio an uaclast iwohno p olays a significant rolre gatekeepcecrusp ayn da burnoikqeures opfo is ei tiinon t hine tdieovne wlohpimche nist .e Tshseen stuiaclc efosrs kono nforma­ tively meeting their obligatifo li wbrleadge acquisition, decision-making and national development of skilled manponw oerf riinefso, ramrcahtiiovnes pand information centres in effec­ are a key requirement in library a.n Tdr aininfoedrm paetrisoo rnonveisl,i oancc hingen work. Ino rtdhiins g s , toin K poarsrat, on the cation plays a vital role (E respect, L hI S(1 e9d96u)­ uerlanr-ldya lyib crhaarlilaennsg, edsi do fn liobtr uan ddegebrgoo, 2a0n1y1 f)o. Ar lthough early LIS professionals, partic­ be well trained and educatreyd atno dm inakfoer fmora mtioanl twraoirnki nrgeq (uWiriek itphedia 2013), the mod­ effectiveness. Melvila Dt peweresyo, ntnheel fsahmoouulds pl roponent of the Dewey Decimal Classification system, was said to have estab­ (iWshiekdip ethdeia first librarreputed to b 2e0 t1h3e) .o Ilnd eE y usrcohpoeo, lt in st libraryh sec t hli h ob e or aUl ir ni ny t ts e hc dh oStaat cooln teets s int aineb nlti 1s8h8e7d a itn Colum. Many o Bthaerrc elil boina aU inniversity were said to have been established during the Second World Wbarr.a rIyn s c1h91o5o liss hdowever, South Africa is credited with the longest hi Africa, ina tliibnrga frrioamns h19ip3 8c o(Onscihsotellda o2f0 s0h8o, r4t 6c7o)u. rIsne Ws oersgt aAnfirsiecda , s ttohrey e oafr lLieISs ti nfo trhmea cl otnratiinneinngt tchiaetsieo nw eerxea amimineadti osonlse l(yO ajto p-Irgebpinaring the participants bfoyr p trhaec Btirsiitnisgh l iLbirbarraians aoba 1995, 218) which then constituted trhye A osns nod­ Ogantee wsuacyh f ocro uarsspeir tionogk librarians ly (Ahmed 2012, 4) and pitl adcree iwn A (cAhmed 2012, 4, citing Aguolu and Aguolu 2002). including Nigeria. This appearsp a hrtimicioptaan Ctso llege, Gold Coast (now Ghana) in 1944 link between Ghana and Nigeriat oin b eth teh ee deuacr flrioemst evvairdioenusc eW oef st African countries als. In the same vein, w ation and trainin tgh eo sf tLrIoSn pg rhoifsetsosriiocnal­ Atrfariincead w aats t ehset aCbelnistrhee d(A i hne Gn hthe Centre for Archival Education in English-speaking The West African Libbrioayrye a 2na in 1976, Nigerians involved in archival work were lishment of the first LIS Scho A 0ss0o8c)i.ol in Naigteiornia .( WInA 1L9A5)6 p, lWayAeLdA a s major role in the estab­ rCeaqruneesgti,e H Caorrporation of olicited the support of Africa and aodlvdi sLeadn coonu rin Nweaws cYoomrk to devterventiomni ssstiroan eelodp t oit s headquarterstegy fosrtudy the librar .y I nsi trueaatcitoionn i nto W thesist athned srteucdoym, pmoepnudleadrl yth ken eoswtanb aliss hTmhee nLta onfc oau lrib Rreap iotrst ,d eesvtealbolpismheendt .t rTahinei nregp noerte dosf College, Ibadan (Ojo-Igbinoba 1995, 218). Thusr, yI bsachdoaonl LaItS thSec htohoeln wUansi veesrtsaitby­ UNIVERSITY OF IBADAN LIBRARY Enhancing Library and Information Science Education ----- 117 loisffh iendl9 in6 0O cwtober 1959 with a grant from Carnegie Corporation. It, however, took wcoanss throauinste do cu it cn h asti its ilo n1 9firste6d5 b w batch of six students in the University Library where it of the School over the yey hinecnr eita smeodv neudm tob etrhse oFfa sctualftfy a nodf Estduudceantitosn. T dhuee e tvoo lsupace ars is highlighted in Table 9.1. tion Table 9.1: Evolution of Ibadan LIS School (Source: Departmental Prospectus and Fieldwork) Name of Department Period Available Programme Institute of Librarianship 1960-1970 Diploma in Librarianship Dept of Library Studies 1971-1985 Master in Library Studies Dept of Library, Archival and 1986 to date Diploma in Library Studies (Distance Information Studies Learning Programme) Bachelor of Library (now Bachelor of Library and Information Studies) Master in Library Studies ( now Master in Library and Information Studies) Master in Archival Studies ( now Master in Archives and Records Management) Master in Health Information Management Programme Master in Publishing and Copyright Studies PhD in Library and Information Studies, Records Management, Publishing Tthhee aUunsipviecressi toy fo tfh Geh Gahnaan LaI SL S1965 and became the Departimb crhaoenr ol s ty oBfo tarte Lairbdr. d a rI at sm Ghy Stouv aenda t Libradies.o Ittsh ee rUyn Sicvhovoluteiors oitl in 1961 under is presented in Table 9.2. n o yv oerf Gthhea yneaa rins Table 9.2: Evolution of Ghana (Legon) LIS School (Source: Department’s website)1 Name of Department Period Available Programme1 * Ghana Library School 1961-1964 Associateship-level programme of the British Library Association Dept of Library Studies 1965-1975 Sub-degree programme in librarianship 1id =h6t2tp9: /(/Awccwewss.endg .oednu 2.9g hM/ainrdchex 2l.0p1h3p).?linkid=1183 and http://www.ng.edu.gh/indexl.phpllink- UNIVERSITY OF IBADAN LIBRARY 118 — Abiola Abioye Name of Department Period Available Programme Dept of Library and 1976-2000 Two sub-degree programmes in librarianship Archival Studies and archives administration Two graduate diploma programmes in librarianship and archives administration An MA library studies programme Dept of Information Studies 2001 to date Diploma programmes in librarianship and archives administration Bachelor of Arts in Information Studies programme MA/MPhilin information studies PhD in information studies WNihgeilrei aIb, tahdea nG hLaISn aS cLhISo oSlc ihso tohle r oelmdeasint sa nthde pfierrsht aapnsd r tehme aoinnlsy thThe ever increasing need for formally trained LIS professio nLaI eS b Secsht oLoISl iSnc Ghohoaln ian. irnagp ifdo re xLpISansion in library and information services and the lcso tnot cinoupien wg iyteha trhne­ Tstaubdlye. 9A.3l lp tr eesdeunctast tiohne lhisatv oef laecdc rteod eitxepdo LnIeSntial growth inhe schools have Schools in Nige LriIaS aSsc ahto tohles tiinm Ne iogfe trhiais. eaxccaedpetm nuicm pbreorgsr 3am,22m aensd i n2 3N Lwihbroasrey p arnodgr Ianmfomrmesa atrioen L iSbcience Approved Programmes, the National Universities Coigmemriaisns iuonni vwerhsiicthie iss itsh uen rd rearrtya Skciegulateon ence. Accredit ry f rboomd yti fmore uton attion of education in Nigeria. iv imeres ibtyy Table 9.3: List of Accredited LIS Schools in Nigeria (Source: Librarian Registration Council of Nigeria)2 Serial No Universities 1 1 Abia State University, Uturu 2 Abubakar Tafawa Balewa University, Bauchi 3 Adeleke University, Ede 4 Ahmadu Bello University, Zaria 5 Ambrose Ali University, Ekpoma 6 Bayero University, Kano 7 Baze University, Abuja (2A chctetpss:/e/dw ownw 2.9k cMna.grocvh. n2g0/1L3I)S. T°'/o200F°/o20ACCREDITED°/o20LIBRARY°/o20INSTITUTIONS.pdf UNIVERSITY OF IBADAN LIBRARY Enhancing Library and Information Science Education 119 Serial No Universities 8 Benson Idahosa University, Benin City 9 Benue State University, Markurdi 10 Delta State University, Abraka 11 Federal University of Technology, Minna 12 Federal University of Technology, Yola 13 Ibrahim Badamosi Babangida University, Lapai 14 Imo State University, Owerri 15 Kwara State University, llorin 16 Madonna University, Okija 17 Nnamdi Azikiwe University, Akwa 18 Tai Solarin University of Education, Ijebu-Ode 19 Umaru Musa Ya’adua University, Kastina 20 University of Calabar, Calabar 21 University of Ibadan, Ibadan 22 University of llorin, llorin 23 University ofMaiduguri, Maiduguri 24 University of Nigeria, Nsukka 25 University of Uyo, Uyo Challenges of LIS Education Tlitheer acthallenges of LISA1 Saluereem t oa inndc luGdhea rp education are eno ieobo r2 f0u1n2d),i ntge c(hOncohlo rlmlao 2u0s0. 8T)h, ersees ohuarvcee bliemen identified in the e ogical change and lack i taotfi oandse q(Aual-tSeu qLrIiS, sdrecqa upcauier toore fs s ti n(fOokremllrengtha o-O etnioinn b u(rMa ang thea lLh da nK i2gongo-BukeIS cu0r1r1ic) ualna d th ney cah 2a0l1le1n),g ceosn ostf agnltolbya clhizaantigoinng w lahnicdh­ needTsh oef cthhae lglelonbgeasl eomf pLIloSy emdeuncat tmioanr kaerte ( aVnidrk courses to prepare students for the LIS schools - especially p us, 2008). problem of funding, whic hth mosaek efunded by atrhteic ugolavrelyrn amcuentet i-n aArfer ifcaac ewdh ewriet hm tohset setdruuccatutiroanl fianc siloitmiees .o Tf htheerese i sL aISls osc sth iet dpirfofibcluelmt f oofr at hweema kto I CmTe beat steh,e wirh nieched m foakr eins fLrIaS­ aOcccheoslsl aa n(d20 u0s8e) afto rd iifnfesrteanntc ele voeblsse h r o av oedls nd ad le ttirs sps iba r ur eistpieosn siniv eth to the needs of the society. and political reasons. The issue of changingte dst tuhdee dnits ep anraittiuerse t oa nbdo tlhe veeclo noof mICiTc i&d eKnitgiofinegdo -aBsu ak ecnr.iytaic, a2l 0c1h1a).l lOenkgelel of-aOcbinugr aL aISn de dKuicgaotnion enrolment has also been go- Binu kAefnriycaa ((2O01k1e,l l4o,- Ocbituinrga UNIVERSITY OF IBADAN LIBRARY 120 — Abiola Abioye qOucahloiflilcaa atinodn Bportohgnriaam 2m00e7s) aotb served increasing or sthowever, be country- or LIS scthheo oelx-pspenesceif of library s acbileen ecner. oTlhmise nptr foobrl eLmIS mwaityh, feonrr oIblmadeannt iLnI Sli bSrcahroy oaln wd hinicfohr, movaetiro tnh set uydea icr,s ,a sh aths ew rietvneersssee dse ienmcrse taos ibneg tshteu dcaesnet tmioanti omna pnraoggermamenmt.e sE qliukael lrye cimorpdosr managem iees at the expense of specialized infor­ for LIS faculty, as the quality of tthaent is the ncth, publishing an products oafl lLeInSg es cohfo ocolsn, t din hueinalgt he dinufcoartmioan­ bdeetpteern dasd dorne stsheed q tuharoliutyg ho fc oLnISc eerdteudc aetfofrs. In view of the fact th taot ac hlaalrlgeen geexste anrte, bLeISc oemduec aa tpioonte. nt strategy for overcomi onrgt ss, ocmolela obfo trhaeti opnro abmleomnsg aLsIsSo sccihatoeodl sw hiaths Statement of the Problem Asevraviilcaebsi ltihtya to af rwee rlel qtruaiirneedd f omr annapoedu tio wnearl tdoe pvreolovpidme eqnuta hliitnyg leibs roanr yt haen dq uinafloitrym oaft iLoInS toifo LI cSa tsicon. Provision of quality LIS education, in turn, is dependent on the ability tacnk.l eIdn td hooionlgs tsoo ,k eLeISp sucph wooitlhs aarned f aadceadp tw toit hth see cvhearnalgcehsa in thhrough collaboration. W lleng ee sfi ewldh iocfh L aIrSe e bdeutctear­ iinn gt hthe ed ecavuelsoep oedf LcIoSu endtruiecas toiof nE,ur hoiple collaboration is known to be well developed ing countries, particularly thos ne oitn em auncdh Nseoerth America and is, indeed advanc­ two oldest LIS schools in the region -W tehset UAnfr micsa .to have been done in develop­ Library, Archival andlnformation Studies andi vtehres iNtyig oefria and Gh Unive rIsbiatyd aonf’ sG hD aenpaa rhtmaveen tthana’s Depa ro ef mLIeSn etd oufc Iantfioornm iant ion Studies. In vie t­ and Ghana, the ttwheo rLeIgSi osnc, couple wd owfi tthhe tihr eu nloinqgu eh pisotosirtiicoanl atise sn obteatbwleee cne nNtirgeesr oiaf tsheee msus sttoe bnea nkcneo wannd a baoduvat ncoc heools are expected to be models in collaboration for nature and extent of collabolrl m aatb eonior ta toif Ln inv LeI IiSn ietidS eda u ut ca civae tsi obne tiwn thtion beteween e e trheegionn thme. tW .Hhoawwo LtI etSh v se enr, isli ttthlee This is the focus of this study. chools? UNIVERSITY OF IBADAN LIBRARY Enhancing Library and Information Science Education 121 Objectives of the Study Tbehtew geeenn eIrbaald oabnj eLcItSi vSec hoofo tlh aen ds tGudhya nwa a(sL to invdevelopment of LIS education. Specificallye,g tohne) sL eIsSt iSgcahteo ocl oilnla tbhoer patriovme oatciotinv iatineds 1. dGehtaenrma iLnIeS Sthche oeoxli isnte LnIcSe eodfu ccaotliloanb;oration be tutwdye esne t Iobuatd taon: LIS School and 2. sacshce3. findo rtain the areas or nature and extent of collaboration between the two LIS scho ools;olust; tahned barriers to collaboration in LIS education between the two LIS 4. tdheet etrwmoi nLeIS t hsceh eoxoilsst eanncde ootfh ceor lLlaISb osrcahtoioonls ionu LtsISid eed tuhceairt iroens pbeecttwiveee cno euinthtreyr. of Literature Review iInn vpireowm ootfi nitgs sLtIrSa teedguicc aimti portathe literature. It is, therefoorne, co nllcaeb noorat toionnly h faosr rmeeceeitvinegd tphreo mchinalelnent gaettse bnutito nal sino sbheiepn adnedfi ninefdo rimn atthieo nli tweroartku” ,“(nJooht nas nonew 2 0p0h9e,n 2o5m8e).n Tohne i nte ermdu c“caotilolanb foorra ltiiborna”r ihaans- n20e1r2sh). ipA,l -nSeutqwrio r(2k0in1g0 , a4n8d) , afoll riera i innc n se r ta ( e nO la cc t eh ioonll ato, rate d2 0o0ther term as 8a;c Acul-rSautq s e r lii k2e0 1c0o;o Spaecration, part­description cohfa tnhaen taenrmd cmoallabora tiontt ear of t fiaocnt ,t hLein d (e2f0in0i4ti, o2n) doef ftihnee dte cromo p‘ceoroaptieorna ttioo nin’ cgliuvdene nbeyt wLionr k(2, 0c0o4ll)a. bAosr aa­ oorf tnheet nCdo mcomnosonrwtieuam. In the same vein, Ocholla (2008, 469), citing the definition Chisitaw aonrkd Aaibmdeudll a ltth m of Australia vieahi (2u0t1u2a,l4ly) cbietende fDi wcieadl ccolellaarblyoration as “pakers (2003 )d aesfi ndeedsc roiubt acrotmneer”s. hIinp , aadlldiaing collaboratioit niocne wa fiothrm n as Osui gth oesf ecooperation. The tendency, therefore, is for collaboration to be equated schoowe, Ji aogther terms and used intercls is to jbooingtuly a tnadc Osuchukwu 2012 h)a.Tnhgee aebsslye n(cOem oof tcooslhlaob aonradt iIognia ammoohn 2g0 L1I2S; ccohmallmenogne tso itnhcelmud seo sahs t kol ea cthhiee vpero mbuletmuasl layn bde cnheafilcleianlg reess uolft Ls.I ST heedsuec partioobnle tmhast a anrde A20l-1S0u) ortcomings in r q, rcih, Aanl-gSeasl eienm L aISn de Gnvhiarroinebm 2e0n1t 2( eOskoeulrloce-Os,b euxrpaertise and facilities), funding whi cahn ids sKhiogrotn ogfo t-hBeu mke n(yAal- S2u0qri odern-d1a1y; UNIVERSITY OF IBADAN LIBRARY 122 — — Abiola Abioye rseitqeu sikreilmlse anntsd ocfo LmISp estcehnocoiles (Ocholla 2008) and shortage of manpower with requi­ schoTohlse bree qaudireeqmueantetsly oef qt sh e(M galolhbaanl 2L0I11). enable them operate in a uniepwp eLdI Sw eitnhv S market demand that products of LIS LIS education also require that LIS schoir doensired skills and knowledge that will this is lacking in some of the LIS schoools ment. The tremendous potentials of a strategic means of tackling some of thlse sien h aAve strong infrastructural base and age and the co pr foribclae.m Cso. lTlahbeo rdaatwionn oisf, tthhee rdeifgoirtael, t(iKoanjbale.r Lg o2c0a0l 9c)o. nCsotallnatbloyr cahtiaonng iinn gL IgSl oebdaulc aotuiotlno omka my ake collaboration inevitable national boundlalaribeosr awthioilne isr etghieo noanle c eoxlliastbionrga atimono ncg b eL lIoS csaclh, oreoglsio wnai l or interna­ in a particular regi an exist among tLhIiSn dscehfionoelds 2sc5h8)o o(clsit aincgr oJsesff nerastoi oonn aof tn’s l bo hue nwdoarrlide.s Ianntedr inta htiaosn bael ecno ldlaebsocrriabteiodn b eyx Jiosthsn asmono n(2g0 L0I9S, nscahtiooonlsa l loccoaotpeedr ainti odni”ff. 1C97ro7 sbook Library Cooperation) as “ a natural extension of laboration among LIS secrhenoto sc-boourndterrie sc.o lIlta bcaonra btieo n, therefore, exists among LIS factors.These have been idelnst itfhierdiv eins itnh eth leit eprraetsue rnecgional or internare et oo fi nccelrutdaien fcorrimti tciaoln saul. Coal comccmes l­ ment amo it s­ 2le0g1i2ti)m. Saatcec nagu tphaorrtinzearshanand (2t0io (Ng 1n2,, 1a uclaudbeem ain1) rolledc u dc pu Sib slutu anda crcee sasn 20 fudl f 06 cuon )d, iqnugallab l(iCtyh,i scirtedit, awareness, strategies which are Policy, People, Process and Commourantiicoanti foa ac taonrds iAntbodun, Commit “m3 llPahenCt” i tCor , - eindcibluildity. Johnson (2009, 261-262) particularly enumerated the success actions - uevnadleu e the f rasttianng othlleo wpointegn: tial for collaboration before entering into a commitment; - rraetcioognn aiznid d ing the prospective partner’s capacity, motivation for the collabo­ - creating anng t hpeo slietnicsael oafn sdh oatrheedr pruerapliotisee; rate; enabling environment with s; incentives and resources to collabo­ - ccureltautrineg; atrnudst in the partnership and developing mutual respect and a shared - dideenntsti faynindg s ttahfef. key individuals to “champion” the collaboration - both stu­ pItl aisn nbiy taking cognizance of these success factors and building them into the lianbclourdaet niogn p raomceosnsg t hLa teaching, reIsS t coeasrcch lloaboh, ocls r actaionn b canurriculuem i n aschieve sdeveevleorpaml a ome m erneta, sr eosf e aLsIuSrearch ee do suu f pc sauticocness. Col­ervisi.o nT haensde UNIVERSITY OF IBADAN LIBRARY Enhancing Library and Information Science Education — 123 peruabtulircea tiinocnlsu d(eO cLhISo lflaa 2008). Other areas of collaboration identified in the lit­sGhhaarreideb o 2n0l1in2e) arnedso aucrac ceusl,t yq and student exchademicu aelity control initi nge, conferences and workshops, visits and research papers (Fanx 2c0h0a6n)g. eWs hseutchhe ra ast ivaecsa d(eAml-Suqri, A1 at the instiict umtieoentainl g Ssa, leexecmh aaor individn ngde f ual daecnutlst,y k lneovwell,e dcoglel asbhoarraintigo na ncda nin dalussot reiaxli sttr aiinn ionrga ls uepxearmviisniaotnio. n of research stu­ Methodology Tmaektihnogd a w cause afrom Al-Suqri, A1 Saleem and Gharieb (2012), a qualitative research triioennnceasir eo fw thase dopted fo dtaersgigetneedd rL ItSh es cshtuodoy, copies (el s isg hi innce tt icno l he nlaubmo ersasetinocne iins tLoI Si nevdeustciagate the expe­ to LIS faculty in each of the two LIS schools. Tbheirs) sotef pwhich were taidomn. inAi sqteureesd­ rseesneioarrc ahnerd teox cpaeprtiuenrec etdh ef avcieuwltsy owfh ao c mroisgsh-st encotito nn eocfe LssIS wfaacsu tlatyk,e pna trot iceunlaabrlley tthhee hLeISa dsc ohfo oIblsa.d Tahne LrIeSs eSacrhchoeorl had face-to-face semi-struc aturirleyd b ien ttehrev iehweasd ws iothf tthhee amllayd aed wmiitnhi sttheer ehde athde o qfu Gehstaino annnda tiwreo i no tIhbeard saenn wiohr efraec uhlet yw mase bmabseerds. aCnodn tpacetrson­ naire were administered to thea faLcISu lStyc hthoeorle b byy email and copies of the quest wioans­ tOhfe t hhee asdisx toefe nth eco LpIiSe ss cohfo tohles wquerees tnioontenda iraen da dt htheeir s caomnet emnte aannsa.l Dysiissc uusnsdioenrtsa wkeitnh. raensde arrecthu rqnueeds. tDioantsa, cuoslilnegcted with the question mnaiinries twereerde , annianlye swedere completed offline. SPSS. Relevant records were also consulte bda osendli noen atnhde Findings and Discussion Thehaed fiinngdsi:ngs of the survey are presented and discussed under the following 1 Staffing Level of the LIS Schools The staffing level of the LIS schools is presented in Table 9.4. UNIVER ITY OF IBADAN LIBRARY 124 — — Abiola Abioye Table 9.4: Staffing Level of the LIS Schools Cadre Ibadan LIS School Ghana LIS School Professors 3 3 Associate Professors/Readers 1 0 Senior Lecturers 3 5 Lecturer 1 1 1 Lecturer II 4 Not Applicable Assistant Lecturers 0 3 Graduate Assistants 0 1 Total 12 13 T wpo hseori rt fiionndsi ning tahs shown in Table 9.4 indicisome in vei etwwo o Lf ItSh es cnhuomoblse. rT ohfe asctaadf aftinedg sai tluoawti olenv eble coof mstaffing for academic indicated in Tables 9.1 Table 9.2. emic programmes ru ens mbyo rthe es esrcihoouosl as nads The major findings of the survey are presented in Table 9.5. Table 9.5: Simple percentages showing responses from the respondents on collaboration between Ibadan LIS School and Ghana LIS School S. No. Statement Yes (%) No (%) Existence of collaboration between Ibadan LIS School and Ghana LIS School There is collaboration between Ibadan LIS School and Ghana LIS 5(55.6) 4(44.4) School Areas of collaboration between Ibadan LIS School and Ghana LIS School Collaboration exists in the area o f: a) Research 1(11.1) 8 (88.9) b) Student exchange 0(0) 9(100) c) Staff exchange 0(0) 9 (100) d) Staff development 1 (11.1) 8 (88.9) e) Teaching visitation(sabbatica!/visiting lecturership) 2 (22.2) 7 (77.8) f) Student visit 3(33.3) 6 (66.7) g) Industrial training (IT) supervision 0(0) 9(100) h) Post-doctoral fellowship 0(0) 9(100) UNIVERSITY OF IBADAN LIBRARY Enhancing Library and Information Science Education — 125 S. No. Statement Yes (%) No (%) 0 Joint conferences, seminars and workshops 0(0) 9 (100) j) Joint publication of books 0(0) 9(10.0) k) Joint publication of journal articles 1 (11.1) 8 (88.9) 1) Research supervision 0(0) 9(100) m) Research examination (orals) 5 (55.6) 4 (44.4) n) Distance teaching 0(0) 9 (100) o) Quality management in research and teaching 0(0) 9(100) p) Accreditation of courses 0(0) 9 (100) q) Curriculum development 0(0) 9 (100) r) Knowledge sharing 4 (44.4) 5 (55.6) Collaboration with other LIS School outside the country 3 There is collaboration with other LIS schools outside the country 3 (33.3) 6 (66.7) Barriers to collaboration 4 Barriers to collaboration between Ibadan LIS School and Ghana LIS School are: a) Absence of a formal policy 8 (88.9) 1(11.1) b) Lackof/inadequate funding 6 (66.7) 3 (33.3) c) Bureaucracy 3 (33.3) 6 (66.7) d) Distance 1 (11.1) 8 (88.9) e) Lack of commitment on the part of collaborating partners 6 (66.7) 3(33.3) f) Lack of motivation g) Weak information and communication technology 4 (44.4) 5 (55.6) infrastructure 2 (22.2) 7 (77.8) h) Lack of relevant professional skills i) Shortage of manpower 0(0) 9(100) j) Absence of requisite government support 4 (44.4) 5(55.6) 4 (44.4) 5(55.6) Existence of Collaboration between Ibadan and Ghana LIS Schools Tbehtew meeanjo trhitey t wofo t LhIeS rsecshpooonlds einn tLsI S(5 e odru c5a5t.6%) claimed that collaboration existed horo w44e.v4e%r,) rdeevneiaelde dt hteh aetx itshtee necxei of any suc iho nco wl hile the remaining respondents (4 was at the informal and individsutianlg f accoulllatyb olervaet liaobno rbaetion. Interviews conducted, Al-Suqri Al-Saleem and Gharieb (2012) in the Gul.lTf hreisg f tiwnedeinng the two LIS sion. is similar to t chhaoto olsf UNIVERSITY OF IBADAN LIBRARY 126 — Abiola Abioye 1 Areas of Collaboration between Ibadan LIS School and Ghana Tanhde L mIS S Ghaain ch n aa r ool LeIaSs Sochf ocooll laidbeonratitfion in LIS education between Ibadan LIS School wbye r4e oorr a4l 4e.4x%am oinf atthieo nr eosfp orensde iaerdc hb ys ttuhdee mn ajority of the respondents (5 or 55.6) which the respondents (3 or 33e.n3t%s) .a nOdth 2e r tlse sasn dv iskinbolew alerdeagse oshf acroilng (identifior 22.2%respectively) claimlabedor tahtaiot nc eind vlaibsiotaratitoionn, peaxristed be ol­ collaboration itnic sutluadrl tyw seaebnb tahtiec atwl. oI nLtIeSr vsicehwoso lcso wnderuec tsetdu,d henowt veivseitrs and teaching being from Ibadan toe nGth vaisniats aanndd nsoabt bvaicteic avle hrsaad. bAe neneg one-sided, ,t hreev meaolveedm tehnatt srechspooonlsd einn trse (s1e1a.1rc%h), csltaaifmf eddev tehlaotp cmoellnatb oanradt ijoonin atl spou belxiics ltigeidb blee tpweerecenn tthaeg etw oof LthISe fIonrt etrhveie pwusr pcoosned uocf tperd also indicat ation of jour omotion as aneodt haecra daermeai co fa scsoellsasbmoernatti oonf fbaectuwlt nya lm aermticbleerss. LIS schools. een the two 2 Collaboration with other LIS Schools outside the Country Texhies temda ijno rLitIyS eodf utchaet iorens bpeotnwdeeennts t h(e6i ro Lr IS6 6s.c7h%o)o lsc laanimd eodt htehra Lt ISn os chcoololalsb oouraN ts tiiodne coigllearbiao rand Ghana while the rest of the respondents (3 or 33.3%) agreed that such oAff rtihcea ne x acthioann geex ivstStudies, Uins eidivt . eb T rest h iw e r tye Ce enspool lNei ngdereinatge Lon sL dI i oS n n St ac h nh e l do o atl taern dca ttegory the collahbe oSrcahtio ciotle do ft hOer ieon betwee xa ennt Ga ml pha lnesanda BLI beo St sSwchtweea o nn o a l G o an hna e d t nxat h e e LrIn D Sa el pea Scx rt haom ment of Library and Information Studies, University of Studies, University Collego iln aantido nS. cThhoeoyl aolsfo Lcilbariamreyd, Athracth icvoel laabnodr aItniofonr emxaisted review of teaching methodse.,London in research, curriculum development tainond 3 Barriers to Collaboration between Ibadan LIS School and TheG rehsapnonad LenISts SidcehoolLoIfS o Sr cihnoaodle qaunadt eG hfuann nati fLieISd aSsc hthoeo lm aabjoser nbcaer roiefr as tfoo rcmolalal bporation between Ibadan ding (6 or 66.7%) and lack of commoliitcmy e(n8 to or n8 8th.9e% p)a, rlta cokf UNIVERSITY OF IBADAN LIBRARY Enhancing Library and Information Science Education — — 127 ccoonllfarboonrtaetdin cgo lplaabrtonreartsi o(n6 bore t6w6e.7e%n )t.h Oe tthweor LbIaSr rsicehrs thor 44.4%), shortage of manpower (4 or 44.4%), abosoelns a tw tehree rlaescpko onfd menottsiv caltaiiomn e(d4 2su.2p2p%o)r ta n(4d odri s4ta4n.4c%e )(1, obru 1re1a.1u%c)r.a ce Tcyh e( 3fi nodr in3.g3 3in% r)e, swpeecatk oICf Tr eiqnufrisaite goof this ressetarruccht vuerrenm que s(2 e ntioonr t is an cdo Gnhsiasrtieenbt (w20it1h2 )t ahnodse S oafc cOhcahnoalnlad ((22000182))., Al-Suqri (2010), Al-Suqri, Al-Saleem Conclusion Amlethetoiunggh t hceo cllhaablolernagtieosn o hf LaIsS beedeunc awtiiodne,l yIb aacdkanno LwISle Sdcgheodo as a potent means for whahviec hn ohta vbee eenx isshteind ifnogr eaxbaomutp fliefsty i ny ecarross sa-sb tohred eler acdoilnlagb LoIS l and Ghan ra tsicohno ionl st hin a W LIS School much, e re egsito nA.f rNicoat sccohlloaoblos a tin t hLeI Sm eodmuceantti, is beinration among foacnu dlteys p git ed otnhee htoi gfoster collaboration between the two LIS laboration between the two LmISe mscbheorosl isn h t hleev tewl of awareness of the potentials of ticularly with the absolute commitment oafr teh lee gi oo nL IbS ustc hnotwo partneort o lisn. sThe barriersing inusrtmitouutinotnasb l eto, pcaorl­­ the formal and informal levels. at both Recommendations Sefifnocret sc omlluasbtoration presents immeducation be btew meeand Ieb taod parno mLIoSt eS i etnse opportunities for growth in LIS education, study, the following recommendach . oIonl vainewd of the barriers to collaboratiotions are bGehianng am LaIdS eS tcohwoaorl de sstoalbvliinsgh ethd n i inn tLhIiSs l-e mst haen dh ecaodnss eoqf utheen ttlwyo e LnIhSa sncchinog colla e prob­ out modalities for collaboratioolns bsheto buolrda, taivse a i nmitaiween t atteives: - a formal policy guiding the relationship itsh aeinr einssstei rt uotf urgntiaiol nins e; ncy, meet to work cessful coll gredient for a suc­- caorell acobmormatiito aborative tend c aton tohnel iyn titiative - t cauhsriev;e i ti nis a, n his should be formula th eenrveifroornem, imenpto where ted and implemented; to show strong commitment rather than pay lip sretravnitc ef coorl ltahbeo trwaoti nLIgS p sacrhtnoeorlss - tthhee pinrostbilteumtio onfs f usnhdoiunlgd wbhei cahd dsereesmsse dto. Mbeo tdhael ibtiaense f oorf c to foul the nladbino rinaittiative;g cioolnla bbeotrwateievne UNIVERSITY OF IBADAN LIBRARY 128 — AbiolaAbioye plirkogrammes should be worked out. International orgFoeu nUdKa tiDoenp caarntm been atp fporro Ianctheerdn awtiiothn aglo oDde vperlooppomsaelnst a(nizations and agencies programmes. The parent institutions of the LIS sch ofo D or F l sf u IDn)d ianas wneg d ll oaf M eaxccahratnhguer eorrnatmiveen ptsr oaglsroa mhamvees aonf itmhep oLrItSa nsct hrooloel st.o T phlea ys cinh ofuonlsd oinng t hsoem s the g ir ep aorft t hmeu csot lala obv­­ - fjuastify the lso ractiuolnty w sihtho nueledd b feo rm foutnivdaing; colleagues actreods st ot appreciatesional development; he borders faonr dt hsehior wca croemerm gritomwetnht a tnod c oplrloafbeos­­ - tbhye a pprpoobilnetmin ogf q suhaolritfaiegde LoIfS m eadnupcoawtoerrs itno tihmep LrIoSv sec thhoeo slsta sfhschools. fi onugl dle bveel a idnd trhees sLeIdS References Abioye, Abiola. 2008. “Education and Training in Preservation.” Paper presented at the First National Heritage Preservation Conference, Abuja, Nigeria, 19-22 February, 2008. Aguolu, Christian Chukwunedu and I.E. Aguolu. 2002. Libraries and Information Management in Nigeria: Seminal Essays on Themes and Problems. Maiduguri: Ed-Linform Services. 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