Training for the real working world in an information economy
| Date | 01 March 1999 |
| Published date | 01 March 1999 |
| DOI | https://doi.org/10.1108/01435129910251548 |
| Pages | 84-90 |
| Author | Amos Thapisa |
| Subject Matter | Library & information science |
Training for the real
working world in an
information economy
Amos Thapisa
Introduction
In a world that is increasingly becoming
global we are challenged to take stock of our
past and present activities and strategies for
Library and Information Studies education
and training. It seems to me that if we want to
move forward into the next century with
confidence then we need to change our way of
educating and training our students. However
we cannot move forward with our minds
buried in tradition, custom and beliefs. We
need to break new ground. To be the best in
what we do, the standards, which we set for
ourselves, should be predicated on the needs
of our profession, our students, consumers of
our products, supporters and international
partners. Our priority must be to deliver
quality LIS education and training. We need
not only to serve our people well but also to
exceed expectation. An inextricable bond
therefore must be established between our
training infrastructure and curricula, between
what we build in terms of state-of-the-art
technology, classrooms and what we teach.
More often than not we are offered class-
rooms that are ill equipped to support our
teaching. The delivery of good quality edu-
cation and training demands the availability
of state-of-the-art infrastructure, technology
and first class teachers. Development there-
fore occurs where appropriate investment has
been made in the cultivation of talents, skills
and knowledge.
Envisioning our future development
To succeed and prosper in an information
driven economy we need to have the ability to
envision our future development. This means
that as we seek opportunities in the unknown
world we must as of necessity leave the
present behind. Envisioning is about applying
our imaginations to the future and cutting for
us niches from the opportunities available.
We should also respond quickly, creatively
and comprehensively to the problems and
needs of our people. Toffler, in the Third
Wave (1981) advises that there is no need for
anybody to engage in a desperate and futile
flight into the past, trying to restore dying
traditions that gave us birth.
The author
Amos Thapisa is Head of the Department of Information
and Library Studies, University of Botswana, Botswana.
Keywords
Africa, Curriculum, Education, Knowledge-based systems,
Library services, Organizational change
Abstract
Examines the need to provide quality education for ILS in
Africa in the context of information driven economies and
the knowledge economy. The balance between theory
and practice is discussed, and objectives for change are
set. Logistical support is needed from the government and
private sector, rather than having to wait for foreign aid.
The managers of ILS departments waste time in
administration, rather than managing and envisioning.
Questions are raised concerning digital degrees, and it is
emphasised that the syllabus for such degrees should
emerge from Africa, rather than from other parts of the
world.
Electronic access
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http://www2.mcb.co.uk/mcbrr/lm.asp
The current issue and full text archive of this journal is
available at
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Keynote speech delivered at SCANUL-ECS
23-26 July 1998, Kenya.
84
Library Management
Volume 20 .Number 2 .1999 .pp. 84±89
#MCB University Press .ISSN 0143-5124
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