Redefining Library and Information Science education and training in Zimbabwe to close the workforce skills gaps

Abstract

The purpose of this study is to assess Library and Information Science (LIS) curricula in Zimbabwean universities and polytechnic colleges in the context of perceived skills gaps and from employers’ perspectives on what is required from graduate professionals in entry-level jobs. The study is qualitative in nature and is supported by a post-positivist framework. A case study research design and methods are used. All (three) curricular documents from two universities and polytechnic colleges (use a common curriculum) offering LIS education in Zimbabwe are reviewed using document review methods. Twenty-seven course outlines are analysed. Seventeen LIS employers and five deans/heads of departments have been purposively selected and interviewed using in-depth face-to-face interviews. Data are analysed using NVivo. The study identifies gaps in knowledge as well as in functional and generic employability training in LIS curricula. These are attributed to the transitory environment in which LIS departments operate, dated educational models, shortage of well-developed multi-stakeholder mutual partnerships and alliances, a lack of shared understanding and responsibility, an expanding labour environment and the absence of continuous professional development programmes. The study results suggest that Zimbabwean LIS education programmes are in urgent need of radical transformation and need to adopt innovative education models to meet the dictates of the techno-economic paradigm that serves society today.

Toward the development of a framework for literacy support and promotion by public libraries in financially and infrastructurally low-resourced territories

“…, 2022; Manamela and Ngomane, 2021). Often as a consequence of limited budgetary allocations and poor funding, continuous professional development training opportunities for public librarians are rare to come by (Ocholla and Shongwe, 2013; Katuli-Munyoro and Mutula, 2019; Raju, 2015). The encouragement and provision of budgetary resources toward professional development programs should be promoted to enhance the competencies of library staff.…”

Promoting access to indigenous information in Africa: Challenges and requirements

“…Many countries in Africa do not have any university courses on library and/or records management. However, in countries where such university courses exist, the quality of education and research is not adequate to meet the demands of today's digital information world (see for example, Kacunguzi and Samuel, 2017;Katuli-Munyoro and Mutula, 2017). Davis (2015) discusses the suitability of the Western world model and methods of teaching librarianship for Africa and suggests the need for an African-centred approach to librarianship training.…”

“…Many countries in Africa do not have any university courses on library and/or records management. However, in countries where such university courses exist, the quality of education and research is not adequate to meet the demands of today's digital information world (see for example, Kacunguzi and Samuel, 2017; Katuli-Munyoro and Mutula, 2017).…”

Course Analysis of Library and Information Science in Korea

“…A number of studies have been conducted to analyze the courses of LIS [10][11][12][13], and directions of library studies in accordance with the development of IT [14][15][16]. Wyman and Imamverdiyev analyzed similarities and differences in the LIS program from 1997 to 2017 [17].…”

“…Some research has presented the impacts of information technologies in the area of the library and library science [14]. IT has tremendously influenced and changed library and information services in libraries and information agencies [19].…”