LIBRARY AND INFORMATION SCIENCE

1. (After the advent of Democracy in 1951)
By :
Saraswati Koirala Ashadeep Chaudahari Ganesh Baitha
Birendra Kumar Yadav Arjun Niraula Sabina Ghimire
Arun Kumar Rai Uma Regmi Gobinda Raj Dahal
Mahendra P. Adhikari Ramila Shrestha
Dinesh Subedi Sunita Sen

2.  With the advent of democracy in Nepal in 1951- an awakening of the
need for education
 Along with this awakening, need of library service was felt.
 According to Rudra Raj Pandey, hardly 2% were literate.
 A joint Government was formed (5 Ranas representatives and 5 NC
party representatives) in 1951- based on Delhi pact.
 PM Mohan Shamsher resigned – Matrika Pd. became PM (NC)
 Govt. collapsed in 9 months
 Frequent changes in Govt.- changes in education was not possible
as expected
 Format of education provided: Formal, non-formal, informal and
international education

3. Public Library development and adult education
 Public library is a key factor of educational institutions
 Users: heterogeneous natures
 Two purposes of public libraries: potency to provide education to all and ability to
remedy drawbacks of formal education
 According to UNESCO manifesto, Public library is “Living force of popular
education. (capable of extending its services and usefulness to all without
discrimination and provide lifelong self-education)
 Adult education, also called continuing education, any form of learning
undertaken by or provided for mature men and women to improve their technical
or professional qualifications, further develop their abilities, enrich their
knowledge, skills and competences in a new field, update their knowledge in a
particular field.
 This may be referred to as ‘continuing education’, ‘recurrent education’ or ‘second
chance education’.

4. Purpose
The purpose of adult education can be vocational, social, recreational or
for self-development. One of its goals may be to help adult learners
satisfy their personal needs and achieve their professional goals.
Adult learning can be in any of the three contexts, i.e.:
Formal – Structured learning that typically takes place in an education or
training institution, usually with a set curriculum and carries credentials;
Non-formal – Learning that is organized by educational institutions but
non credential. Non-formal learning opportunities may be provided in the
workplace and through the activities of civil society organizations and
groups;
Informal education – Learning that goes on all the time, resulting from
daily life activities related to work, family, community or leisure (e.g.
community baking class)

5. Role of public library of adult education
 The use of public libraries in work related education and further
education.
 Public libraries' co-operation and communication with the local society,
for example different educational institutions, local trade and industry
and health and environmental authorities.
 The role played by public libraries in the defense and promotion of
democratic participation, free access to information and freedom of
speech.
 Pedagogical methods and strategies developed and adapted to adult
education and groups with special needs, e.g. persons with disabilities,
the gender perspective.
 The professional profile of the librarian, regarding for example skills in
information search, pedagogy, didactics and ICT.
 The function of public libraries in the preservation and public
presentation of cultural heritage, e.g. oral tradition and native language.
 Collection management; e.g. the balance between books, newspapers,
electronic media and audio-visual media.

6. Principles
These 7 principles distinguish adult learners from children and youth.
1. Adults cannot be made to learn. They will only learn when they are
internally motivated to do so.
2. Adults will only learn what they feel they need to learn. In other words,
they are practical.
3. Adults learn by doing. Active participation is especially important to
adult learners in comparison to children.
4. Adult learning is problem-based and these problems must be realistic.
Adult learners like finding solutions to problems.
5. Adult learning is affected by the experience each adult brings.
6. Adults learn best informally. Adults learn what they feel they need to
know whereas children learn from a curriculum.
7. Children want guidance. Adults want information that will help them
improve their situation or that of their children.

7.  Considered as an apex body of public libraries
 Very short history of The National Library of Nepal
 Est. in 1956 in Singha Durbar with 30,000 vol. of manuscripts and
printed books,
 Purchased private property of Hem Raj Gurju
 Housed in the ground floor room of Singha Durbar
 Credit : Dr. D.R. Regmi, the then Minister of Education
 Furniture- outdated; no access for public; no space for new coming
books; lacked scientific arrangement
 Purna Pd. Amatya- observed and asked for its proper management

8. 1. The Nepal National Library was established by His Majesty’s
Government in January 1957 (Poush 2013 BS). The core
collection was the personal library of Rajguruju Hem Raj
Pandey, spiritual advisor to the King, which had been
purchased for the nation in 1956.
2. Singha Durbar was also the home of the Central Secretariat
Library, with which the Nepal National Library was merged.
3. The post of “Chairman” of the library was created at its
establishment, and the first postholder was Mr Gangadhar
Parajuli.
4. The Nepal National Library was moved to its present location,
the Rana palace called HariharBhawan, Pulchowk, Lalitpur,
in1961 (2017).

9. Academic libraries for education growth in Nepal
 The Nepal National Education Planning commission had
recommended for the established of a University within 5 yearsin
1954.
 Royal family members Queen mothers Kanti Rajyalaxmi Devi Shah
and Ishwari Rajyalaxmi Devi Shaf to special interest in the
establishment of a university in the name of late, King Tribhuvan.
Under their Chairperson ship, eight –member University commission
was formed on March 31, 1956.
 University Commission started its worked as recommended by the
inofficial meeting of the commission held in the 16th and 17th April,
1956.
 Committees were appointed for the efficient and speedy conduct of
business of the commission.
 All the committes were engaged in their own activities.

10. Cont.
 TU commissions meeting of 4th july,1956 shows that almost all the
college teachers of Kathmandu were included in it.
 Royal family members were interested in providing higher education to
the citizens for all round development.
 After all up to 1954, there were many schools and college established .(
school -1320, Degree college 7,PCL -7 other institutions)
 Hence, there was the need of a university to manage the product of
colleges.
 Education facilities of schools, college and Universities during the
period of 1950 to 1960 were expanded; those institutions were mainly
responsible for opening libraries in different part of the country.
 Libraries were specially needed in higher educational institutions.
 Books were being collected for libraries in higher educational
institutions rather than schools.

11. Cont.
 Collection of educational materials such as books, journals,
newspapers etc. started at the time of college establishment.
 Faculty members of the colleges started the book relevant to their
subjects for teaching from the college funds and collected those
educational materials kept in some place in the college and the place
was names as the library.
 among each academic libraries Tri- Chandra college library was
famous for its services and the collection.

12. Special and Resarch Libraries
 Research activities are backbone for all round development of country.
No advancement is possible for research. scientific Research is always
needed for further development of the Society without pripointed
exhibitive and expeditions information Service, sound research is not
possible.
 The main barrier for scientific research in developing countries
remains the lock of systematic information. the information support
service unit is being called as a special library of documentation center
or information center where all types of document related to the
organizations are being the preserved according to the needs and
objectives of the organizations.
 A Special Library is the library which is maintained by an individual
Co-orparation, association, governmental agency of any other
organization and dissemination of information and primarily devoted
to a Special field and offering specialized service to a specialized
clientele.

13. Cont.
 In the words Special Library refers to a collection of document
dealing with a limited field of knowledge supported by learned
society, research organization, industrial of educational institution.
And this kind of special library may be a branch of public library
service certain specialized group.
 The role of special Libraries for research activities has long history in
the global contexts.
 Therefore importance of special libraries was not realized up to the
year 1950. not a single special (research) library was established
before 1950 except supreme court library .
 After the establishment of democratic form of government in Nepal
many national and international organizations and government
officers started libraries and information centers for the achievement
of organization Goals

14. Missionary Libraries for Diplomatic relation
a) American Library
b) Indian Library
c) British Library
 With the advent of democracy in Nepal in 1951 there came an
awakening of the need for education.
 Simultaneously the requirement of Library service for public was
also felt necessary. the necessity for mass literacy through the
spread of education and library service from the Mechi to
mahakali and from the Himalayas to Nepal Tarai was ardently
felt.
 before down of Democracy Nepal followed a policy of isolation
from the rest of the world. therefore the country was kept in
darkness. The civilization that existed in the other countries had
no impact on Nepal because the country remained in darkness
for a century of Rana regime.

15. Missionary Libraries for Diplomatic Relation
 Nepal is a landlocked nation sandwiched between India and Nepal.
By Prithivi Nayaran Shaha Founder of the nation.
 The history of nepales foreign policy shows how almost all rulers of
the nation have his massage clear and loud.
 Nepalese foreign policy seems to have acquired a new direction
after treaty of sugauli ( 1816 ad ) at this established its diplomatic
relation with the United Kingdom in March 1916. During the Rana
Regime, Nepalese foreign relation was limited only with two
countries India and England .
 Due to the Political revolution of 1950 Nepal was able to extend its
foreign relation with other countries. that's why the advent of
democracy is considered as beginning of modern age in Nepalese
foreign policy.

16. Cont.
 From the year 1951 Nepal started to establish friendly relation with
many countries.
 Many countries having diplomatic relation with Nepal in between
1951 to 1959.
 Some of those diplomatic Missionaries established the libraries and
Information Center in Nepal.
 The Library and Information Center established by the Embassies in
Kathmandu were known as Missionary Libraries in Nepal

17. American Library
 The United states information service Library popularly known as
American Library was opened on may 1952.
 Then Prime Minister Matrika Prasad Koirala formally inaugurated it.
 Soon after its establishment it gained popularity and become a center
of learning on different aspects on America.

18.  Nepal Bharat Sanskritik Kendra (NBSK), Popularly
know as Indian Library, was established in 1951 as
the first foreign library in Nepal.
 The objectives of NBSK was to enhance and
strengthen cultural relations and information
exchange between Nepal and Indian. Presently NBSK
is situates at RNAC building, New road.
 "It was shifted to its present location in 1970. During
four decades of existence in the heart of the valley, it
has server the benefits of Nepalese citizens interested
in India.

19. Cont.
 NBSK had organized cultural programs by the artists and writers of
India and Nepal on different occasions. Library was the focus of this
Kendra for such activities.
 This was the first busy library not only in Kathmandu, but in whole
Nepal, stated the then librarian, Badhaba, Kanwar Bhan.
 According to him at the time (1983), there was approximately 46000
books, 3000 members, and 1100 to 1200 readers per day
 It had its branch libraries at following places:
Pokhara, Palpa, Dhankuta, Birgunj, Nepalgunj

20. British Library
 The British Government established British Library, as another foreign
public library in Nepal, in 1952. Located at kanti path, Kathmandu, this
library was under the direct control of the British Council. According to
the data available in 1970 there were 10,000 total numbers of books, 97
foreign and 8 local periodicals and newspapers in the library. Hundred
percent of its collections were in English. The library in-Charge was
Miss Shanta Manandhar. Expect Saturday , the library was opened from
11:00 A.M. to 7:00 P.M. each day. The library were able to borrow the
books from the library. Membership was free.
 The library maintained good collection of encyclopedias, dictionaries and
other important reference books. Among them, chamber's Encyclopedia
15 Volumes, Every Man's Encyclopedia 12 volumes, Oxford junior
encyclopedias 13 volumes, popular Encyclopedia 8 volumes, and
Oldham Encyclopedia for children 1 volume etc. were few of them. The
library had two branch libraries at Pokhara and Dharan and two books
corners at Biratnagar and Dhankuta.

21. THANK YOU