Developing lasting competencies for a twenty‐first century information economy workforce in Africa
| DOI | https://doi.org/10.1108/01435129910251557 |
| Pages | 90-99 |
| Published date | 01 March 1999 |
| Date | 01 March 1999 |
| Author | Amos Thapisa |
| Subject Matter | Library & information science |
Developing lasting
competencies for a
twenty-first century
information economy
workforce in Africa
Amos Thapisa
It's time to bite the bullet about education for
the information professionals because my gut
tells me we're heading for a storm that will once
more send us reeling in controversies about
education (Anne Woodsworth, 1997a).
Introduction
Employers and academics in library and
information services (LIS) are increasingly
linking organisational performance to em-
ployee skills, competencies and ability to
adapt to changing organisational needs.
Rukwaro (1998, p. 13) quoting the vice
chancellor of the University of Nairobi when
addressing librarians in May, 1997, poign-
antly stresses that:
... university graduates are not well suited or
prepared for the job market ... university and
libraries should face these challenges and estab-
lish the validity or otherwise of these claims. Is it
true that a firm of accountants would prefer to
hire professional accountants rather than a
graduate with a bachelor of commerce? What is
the considered opinion of librarians?
The education and training of library and
information specialists is nevertheless our
main concern here since the problem as cited
above also affects us. We need to re-examine
or re-tool our education and training systems
for adaptability to issues of institutional
change and economic advancement and
development. LIS education and training
should provide sufficient competencies to
enable students to tackle real job or employ-
ment related problems. It should be broad-
based sufficiently enough to provide not only
the technical understanding of jobs but also
competencies and skills that make up a whole
and complete worker. Occupational and
professional competence should first be made
adaptable to the immediate requirements of
the work situation, skill deployment, man-
agement roles, responsibility for standards,
creativity and flexibility to change. It should
have a future outlook that is predicated on
sustainability and competitiveness. Competi-
tive pressures from the emerging markets
such as banking, information brokerage,
insurance, accountancy and tourism would
appear to compel us to consider training
beyond the demands and requirements of
LIS. It is imperative, therefore that the
education and training of LIS students should
be more market driven, vocational in ap-
proach and competence based. We have to be
The author
Amos Thapisa is Head of the Department of Information
and Library Studies at the University of Botswana,
Botswana.
Keywords
Africa, Education, Information services, Library services,
Abstract
Discusses the need to re-examine the education and
training systems for adaptability to issues of institutional
change and economic advancement and development,
with special reference to Africa. Reports the outcomes of
a consultative study involving persons associated with ILS
education and training around the globe. The paper was
presented at SCECSAL 13 on the 27 July to 1 August 1998
held in Nairobi, Kenya.
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90
Library Management
Volume 20 .Number 2 .1999 .pp. 90±99
#MCB University Press .ISSN 0143-5124
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