This document discusses LIS (Library and Information Science) education in Africa. It covers: 1) The two dominant types of LIS qualifications in Africa - undergraduate degrees and post-graduate diplomas, which are observed mainly in eastern/southeastern and central/western Africa respectively. 2) How LIS education programs and departments have evolved from focusing solely on libraries to also incorporating information studies and knowledge management. 3) The challenges facing LIS education in Africa, including lack of funding, inadequate infrastructure and resources, low salaries deterring students, and lack of integration of ICT. 4) The need to improve indigenous knowledge of libraries, update curricula, and better coordinate research

1. LOGO
Avradeep Bose
Tanmoy Mukherjee
Somesh Madhu
Department of Library And Information Science
2nd
sem,MLIS-Five years Integrated Course

2. Contents
Indigenous Knowledge
LIS Education in some University
Earlier & new concept of programms in LIS School
LIS Education in two part of the Continent
2
Obstacles and Conclusion

3. There are two dominant learning for
librarianship qualification in Africa
The undergraduate course and
Post–Graduate Course mainly observe in
Eastern and Southeastern countries.
The Diploma course mainly observe in
central and Western Countries.
LIS Education in two part of the
Continent
3

4. Undergraduate
&
Post-Graduate
Types of Course
Diploma Course
4
Types of Course
Eastern &
Southeastern
Africa
Western
Africa

5. Meaning
The own cultural facts of a country are recorded
and preserved in Library. The Management of
own culture in systematic ways is known to be
indigenous knowledge of a place.
Indigenous Knowledge
5

6. Indigenous knowledge in developed
countries
Changing demographics in First World
Countries have resulted in rethinking how LIS
services will be.
Librarians posses a level of cultural
competency that enables them to function
successfully and to provide effective
Information services.
Indigenous Knowledge
6

7. Indigenous knowledge in developing
countries
There has been a significant growth of LIS
school in Africa notably in Egypt, Nigeria,
Uganda, Botswana, Namibia, Zambia,
Zimbabwe.
The Library intermediates between the users
and the information resource which are
potentially available in order to help the user to
make sense of gaining access to information
sources.
The indigenous knowledge of Africa is not so higher to
visualize all the characteristic of intermediate Library Uses.
Indigenous Knowledge
7

8. In earlier days the study of Library in
LIS School was done in Department
of Library and Information Science.
But recently the concept change to
Department of Information Studies.
Digitalization of Library change the
concept.
But the concept of modernization has not
come to every part of Africa. Even more,
many parts of Africa can not visualize any
concept of Library.
Earlier and new concept of programmers in
LIS School
8

9. Universities like University of
Johannesburg, University of Cape Town,
Makerere University changed their
department’s name to Information and
Knowledge Management.
Disclosure
→In Eastern Africa, the number of LIS Schools
are Increasing in Kenya, Tanzania, Uganda,
Nigeria And Egypt.
→In Western Africa, the Countries like
Mozambique, Lesotho and Swaziland are slowly
changing the concept of LIS education.
Earlier and new concept of programmers in
LIS School
9

10. →But In South Africa the scenario of LIS Education
Is drastically decreased.
→The number of LIS School in francophone,
Lucophone and Arabic speaking parts of Africa
are not changing.
Earlier and new concept of programmers in
LIS School
10

11. 1) Alexandria University
2) Eastern African School of
Library and Information
Science (EASLIS)
3) Cairo University
4) Assiut University
5) University of Ghana
6) Makerere University
7) University of pretoria
8) Zagazig University
9) Moi University
Governmental Universities Have LIS Education
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12. The challenge of LIS Education are particularly acute in Africa.
Most of the LIS School especially those funded by the
government are faced with the problem of funding which makes
difficult for them to meet their need of infrastructural facilities.
 Lack of funding is a big obstacle in Africa.
 The fundamental growth and sustainability LIS School is
becoming highly dependent on modern computer hardware and
software and efficient of Internet access. Unfortunately, the
highly skills IT Staff and well equipped computer Laboratories
do not meet the requirements.
 Some of the Library School of Africa do not have complement
of training staff.
Obstacles
12

13.  There is a need of higher conceptual based of ICT application .
 Inadequate human resources is also great obstacles.
 The library profession suffers from low pay, and lack of interest
by young people in attaining a LIS degree.
 Lack of enthusiasm of students in some Universities, especially
in non governmental organizations.
Obstacles
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14.  LIS educational material should be update.
 Skill and indigenous knowledge for conducting search have to
be improved.
 To expose dissertations & theses for others to get access
 Coordination between academics among each other and
academics with practitioners to do research is to be highly
recommended.
 A total coverage of LIS education in Africa that includes
developments are essential.
 Integration of ICTs in LIS curricula is still problematic should be
solved and should implemented in training, learning and
research work.
Conclusion
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15.  What is the perceive of the potential of LIS Education in Africa ?
 To show the indigenous knowledge comparing between
developed and developing countries.
 Challenge of LIS Education of Africa ?
Objectives
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