A Contextual Model for Planning  Continuing Education Programmes for  University Library Practitioners in Vietnam

Abstract

<p>Continuing education (CE) for library and information management (LIM) practitioners is an ongoing issue in the profession. In particular, due to the current significant changes in library and information services in the Vietnamese context, especially in university libraries, CE is a priority for enhancing the ability of practitioners and upgrading the capability of libraries to meet the demands of higher education as well as to meet the demands of socio-economic development of the country. The purpose of this study is to provide a contextual model for CE that will assist providers and university libraries in designing and implementing more effective learning programmes for the practitioners. The study focuses on determining the factors affecting CE, and on identifying and prioritising key learning needs among university library practitioners in Vietnam. The study employed a preliminary model for CE based on the literature and developed specifically for the Vietnamese context as a framework to gather data. Ten individual interviews with university library managers, and 17 focus group interviews with operational staff were conducted. In addition, related documentary evidence from participating university libraries, relevant ministries and the central government were gathered and examined. Based on the obtained data the model was assessed and revised, and the learning needs for Vietnamese university library practitioners were identified and prioritised. The study found five main factors significantly affect CE: social factors, professional factors, organisational factors, individual factors, and the nexus between the individual practitioner's and his or her organisation's needs. These factors also particularly affect triage, the process of identifying and prioritising learning needs for university library practitioners. In regard to learning needs, in this study specific areas of professional knowledge and skills are identified as the first priority and generic skills as the second priority for library operational staff while management knowledge and skills are identified as the first priority and professional knowledge and skills as the second priority for library managers. These findings are useful for (1) government and professional organisations, university libraries and library managers in establishing relevant policies and activities to facilitate the CE of library practitioners, (2) CE providers in designing and implementing effective CE programmes, (3) practitioners in enhancing their learning pursuits.</p>

Continuing professional development in Cambodia: Perspectives of different stakeholders

“…The findings reveal a shortage of training providers and the non-existence or lack of CPD opportunities, which may also be repetitive, restricted to traditional topics and often not meet the real needs of library employees. These are common concerns that the LIS profession in many other countries faces (Alkatheeri, 2019;Chan and Auster, 2005;De Alwis Jayasuriya et al, 2021a;Ma, 2017;Maesaroh, 2012;Nguyen, 2008;Rafiq et al, 2017;Robinson, 2019).…”

“…Other researchers have also alluded to the important role of professional bodies in the CPD ecosystem and the need for them to work closely with other stakeholders to develop a viable CPD plan (Moonasar and Underwood, 2018). The absence of a lead professional organisation was also seen as the major reason for the unavailability of CPD programmes in Vietnam (Nguyen, 2008). At an individual level, membership of professional associations has been deemed a factor that motivates participation in CPD activities (Chan and Auster, 2005).…”

“…The CLA should offer regular training programmes to library employees (Participants 5,9,13,14,15,16,17,21,22,26) Establish strong partnerships with regional and international LIS-related organisations to offer regular CPD programmes to library employees Establish a professional LIS education programme (as a major or a minor) initially and later as an independent department in a university -the establishment of an accredited and state-recognised professional qualification would be a step in the right direction ( Participants 2,3,4,5,6,7,9,10,11,13,14,16,17,19,21,25) Institutional Gain the support of institutional management (Participants 2,9,11,14,17,21) Advocate support for and encouragement of employers to motivate their librarians to participate in library training (Participants 9, 16, 17) (Alkatheeri, 2019;Corcoran and McGuinness, 2014;Ma, 2017;Moonasar and Underwood, 2018;Namaganda, 2019;Nguyen, 2008;Robinson, 2019); the lack of employer commitment to a formal staff development programme (Alkatheeri, 2019;Nguyen, 2008); and the reluctance of management to allow staff time off due to the inability to find colleagues to cover duties (Moonasar and Underwood, 2018). The issue of limited English-language proficiency was another barrier to training participation and learning.…”

“…Varlejs (2016) has also highlighted that poor language skills prevent many from learning and following programmes offered online and in person. Library employees in Vietnam and Indonesia pointed out that English proficiency was one of the most critical learning barriers, thus compelling them to learn the language (Maesaroh, 2012;Nguyen, 2008). Elaborating further, Nguyen (2008) suggests that it is useful to improve one's language proficiency as most of the professional online literature is in English; to learn IT skills; to apply for scholarships to obtain higher professional degrees or attend professional internships overseas; and to connect with professionals overseas.…”

“…According to Majid (2004), Shonhe (2020) and Varlejs (2016), there has been little research devoted to CPD in the LIS field in South East Asia and it has mostly focused on academic libraries. Two of the studies cited by Varlejs (2016) are doctoral research conducted by Nguyen (2008) and Maesaroh (2012) on academic library staff development in Vietnam and Indonesia, respectively. Examples of more recent studies out of the region include research conducted in Pakistan by Hamid and Soroya (2017) and Rafiq et al (2017), a study on Sri Lanka by Masroofa (2021), and a study on CPD for the capacity-building of LIS employees in the Republic of Maldives (De Alwis Jayasuriya et al, 2021a, 2021b.…”