Development of Library and Information Science Education in Africa

Brief Communication

Development of Library and InformationScience Education in AfricaSUSHMA GUPTA* & DAVENDRA K. GUPTA*

ABSTRACT

This paper gives a comprehensive account of the developmentof library and information science education in Africa. Ghanawas first to start any kind of library education in 1944 but theformal education started at Ibadan, Nigeria in 1959. By 1970there were six library schools; four new schools started during1970s and another six during 1980s. Two Regional Schoolswith Master’s programme in Information Science started in1990. Two new schools are likely to start soon. Nigeria alonehas eight schools providing professional education at all levelsincluding PhD (which is only available in Nigeria) and anexclusive programme of Master in Information Science atARCIS, Ibadan. Several schools, realizing the importance ofnew developments in information science and technology, areplanning to incorporate this component into their curriculae.The existing programmes need to be assessed in context ofinformation needs of Africa.

©1997 Academic Press Limited

INTRODUCTION

A strange phenomenon was noted while conducting the literature surveyto write a paper on library education in Ethiopia,1 that there was nopublished or unpublished source on the library education for the wholeAfrica. A further thorough manual search also confirmed it. Althoughthere seem to be about a 100 items on library education in Africa, all ofthem deal either with individual schools, a single country, regional

*Gupta, 28525 Franklin Rd 201, Southfield, MI 48034, USA.Correspondence should be addressed to: S. Gupta.1Gupta, S. (1993) Development of the library profession and education in Ethiopia. International

Information and Library Review 25(1), pp. 73–83.

Intl. Inform. & Libr. Rev. (1997), 29, 95–107

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development, or specific problems related to them. No document, thus,gives an overall view of the complete situation of library education inAfrica. It is interesting to quote here an editorial:

“Let me name just one other topic that cries for research: library education. Here I amthinking beyond the descriptive accounts of single library education programs(interesting as those may be), to broader view of qualitative aspects.”2

It is of course difficult to deal with the qualitative aspects unless thequantitative aspects are known. And, unfortunately, there is no singledocument which can provide even the faintest idea about this aspect. Aftersearching and browsing through the existing literature, this phenomenonmight be explained in the light that because the development in this fieldtook place in Africa at different times initiated by different organisationsand by different people, all the writings are meant to project their ownschools or problems, or sometimes extended to their regions only. Forexample, John Dean was responsible for establishing a library school inIbadan, Nigeria, so he, his associates and even the people who came inlater years wrote only about that school; in the same way, Sydney W.Hockey was responsible for starting library education in Kampala,Uganda, so he, his associates and the people after him wrote only aboutthat school; Diana Rosenberg of British Council was sent to start thiseducation in Kenya, so she has written only about Kenya, but nobody hasattempted to record and present the development of library education inAfrica as a whole. This paper, therefore, aims at presenting a completeand consolidated view of the development in library education in Africafrom its beginning until now. This is the most appropriate time to lookback as what developments have taken place in this field in Africa in thelast 50 years, as this year, 1994 (at the time of writing) may be celebratedas the Golden Jubilee Year of library education in Africa.

METHODOLOGY

A rapid development in library and information science education in theworld can only be observed in recent times, more specifically during late1960s. Before that, only a few well-established schools were functioning ina few countries. The same trend is reflected in Africa too. Before 1970,there were only five schools providing this education in the wholecontinent, so the writings are available mostly on only these five schools.Other schools sprang up only in the 1970s and 1980s, and the compiled

2Marco, G.A. (1991) Editorially speaking. Third World Libraries 2(1), p. 5.

96 S. GUPTA & D. K. GUPTA

list of documents on library education3 shows only a few items publishedon library education in recent years, so no published item is available onthese newly established schools. In the absence of any reliable publishedinformation sources, it was not easy to obtain any kind of informationabout the recent developments in this regard. Some information wascollected through personal communication and some through very scarceunpublished sources. All the pieces of the jigsaw puzzle were fittedsomehow to present this picture.

LIMITATIONS

This paper limits its study to:

(1) only English-speaking countries (countries in South of Sahara)excluding South Africa and Egypt;

(2) the education offered through established library schools ordepartments in any university or educational institution, thusexcluding all library training programmes conducted by libraries,library associations or any other institution; and

(3) only undergraduate Diploma (Dip), Bachelor (BLS, BLIS), Post-graduate Diploma (PGDL), Master (MA, MLS, MLIS), Master ofPhilosophy (MPhil) and Doctor of Philosophy (PhD) programmes,thus excluding any short courses, trainings, refresher courses, orcertificate level programmes offered in any country.

UNESCO World Guide4 lists 16 African countries, with 19 library schoolsunder them, where any kind of library education is provided; they are: (1)Algeria; (2) Botswana; (3) Ethiopia; (4) Ghana; (5) Kenya; (6) Mauritius; (7)Morocco; (8) Mozambique; (9) Nigeria; (10) Sierra Leone; (11) Sudan; (12)Tanzania; (13) Uganda; (14) Zaire; (15) Zambia.

According to the first limitation of this paper, all non-English speakingcountries – (1) Algeria, (2) Morocco, (3) Mozambique, (4) Zaire and others— have been excluded from this study. Its second and third limitationsexclude Mauritius from this study, because either the courses are notoffered through any Department, or the country does not offer any of thecourses listed under the third limitation. Egypt is excluded because ofnon-availability of any kind of reliable and confirmed information aboutit.

3Gupta, S. (1992) List of references on library education in Africa (An unpublished work, 95items).

4UNESCO (1981) World guide to library schools and training courses in documentation, 2nd edition. Paris.UNESCO.

LIBRARY AND INFORMATION SCIENCE EDUCATION IN AFRICA 97

About Sudan, Izzel Din Mamoun reported:

“The first University level course was at the Omdurman College for Arabic andIslamic Studies which graduated 12 students in 1969–70 and another batch of 12 in1970–71, but the course has since ceased”.5

However, in 1981, UNESCO World Guide lists a Bachelor in Libraryand Information Science which could not be confirmed by any othersource. Even the most recently held PADIS/Technical ConsultativeMeeting of Heads of Library and Information Science Schools in Africain February 19896 did not discuss or even mentioned about anyprogramme in Sudan. Thus, this study limits its scope to cover only 11countries, namely: Botswana, Ethiopia, Ghana, Kenya, Namibia, Nigeria,Sierra Leone, Tanzania, Uganda, Zambia, and Zimbabwe.

The third limitation of this study needs a detailed explanation in theAfrican context. The programmes mentioned above are structured inAfrican universities as follows:

Undergraduate Diploma (Dip). normally requires an ‘O’ Level or 10–11 yearsof education with or without any previous library experience, and may becompleted in 2 academic years as a full-time course.

Bachelor (BLS, BLIS). is a normal Bachelor’s degree programme withlibrary science courses taken as major as other Bachelor programmes inthat university and may be completed in 3–4 academic years as a full-timecourse according to that university regulations.

Postgraduate Diploma (PGDL). normally requires a Bachelor’s degree in anysubject including library science and may be completed in 1 academicyear as a full-time course. It does not require any dissertation. Thisprogramme is now fading away in preference over the Master’s degree.

Master (MA, MLS, MLIS). level programme requires a Bachelor’s degree inany subject including library science and may be completed in 1 calendaryear or 2 academic years as a full-time course. It requires further coursesthan the Postgraduate Diploma.

5Mamoun, I.D. (1972) Past, present and possible future developments of librarianship in the Sudan.In Chandler, G. (Ed.) International librarianship. London. Library Association. p. 30. Papers presented at1971 IFLA Pre-Session Seminar for Developing Countries.

6PADIS/Technical Consultative Meeting of Heads of Library and Information Schools in Africa.Addis Ababa, Ethiopia, February 20–24, 1989.


Master of Philosophy (MPhil). programme is essentially pursued after thePostgraduate Diploma or a Master in Library Science. It requires somecourse work and a dissertation and may be completed in 2 academic yearsas a full-time course.

Doctor of Philosophy (PhD). is essentially after the Master of Library Science,or Master of Philosophy in Library Science. It also requires some coursework and a dissertation and may be completed in 3 academic years as afull-time course.

Since all of these courses are normally offered by some kind ofeducational institutions — polytechnic or university — the admissionrequirements match with that institution’s normal admission requirementsfor other courses. Although there might be exceptions, e.g. candidates whohave had some library experience may be given preference over aninexperienced candidate, or sometimes somebody may be admitted on thebasis of experience — this practice is only at a lower level, likeUndergraduate Diploma, but experience or sponsorship from theemployer or some other body is quite a common, and preferable optionfor selection at every high level — conditions are mostly similareverywhere. Some exceptions may exist at high level also, for example, inUganda, for the Bachelor’s programme, the Mature Age Entry Schemeneeds only ‘specialised knowledge relevant to library and informationscience to ensure satisfactory completion of the course.’7

DEVELOPMENT OF LIBRARY EDUCATION IN AFRICA

Ghana is the first country on the soil of Africa to introduce any kind oflibrary education or training, at its Achimota Teachers’ Training CollegeCampus in 1944.8 At that time, it drew its students from Ghana, Nigeriaand Sierra Leone. The school existed only for a year, as it was felt that asituation would arise where graduates would not be able to secure jobssince new libraries were not likely to be established in the near future.9

Although the need for trained librarians was felt there as early as the1930s, the local educational facilities were only made available in 1961,

7Abidi, S.A. H. (1989) Library and information training needs of East Africa and EASL programs.A paper presented at the PADIS/Technical Consultative Meeting of Heads of Library and Information Schoolsin Africa, Addis Ababa, Ethiopia, February 20–24, p. 3.

8Ghana Encyclopedia of Library and Information Science. New York, NY. Marcel and Dekker, Vol. 10,p. 1.

9Palmer, B.I. (1959) Education and training of librarians in the newly developing Commonwealthcountries. Library Trends 8, pp. 229–242.


when a library school was again established to conduct courses for theBritish Library Association examinations.10 Thus, this Ghana LibrarySchool became second to Nigeria, as we shall see later, and operated until1965. In October 1965, the School moved to Legon to become theDepartment of Library Studies of the University of Ghana to provideundergraduate courses (Dip) in librarianship. These courses also ended in1967, and from 1967 only postgraduate courses were offered in theDepartment. At present only Master and MPhil courses are offered in theDepartment.

After a few years of the failure of the first library school of Ghana,UNESCO took some interest in library profession in Africa and organizeda Seminar on Public Libraries in Africa in Ibadan, Nigeria in 1953. Oneof the recommendations of the Seminar was the need to establish a libraryschool in Africa. Even though some people felt that the demand forlibrarians in Africa was too low to justify establishing a library school inthe region, the first formal library school in the English-speaking Africawas, nevertheless, established at the University of Ibadan, Nigeria in 1959.The school was opened with the help of a Carnegie Foundation grant.Courses began there in 1960 and were held up to 1963. In 1963 it wasmade the Institute of Librarianship, and a Diploma course began there inthe same year. Although this Diploma was not meant for undergraduates,but to attract the students to this course, initially, most students admittedwere undergraduates. The correction was soon applied (from 1967) andall students admitted to this course were graduates.11

Thus, this Diploma course began as the second Postgraduate course –Postgraduate Diploma in Librarianship (PGDL) after Ghana — whichlasted up to 1976. During 1976–77 session a mixed class of PostgraduateDiploma (PGDL) and Master of Library Studies (MLS) was taught. Afterthat, there was only a Master of Library Studies programme there. A PhDprogramme was also introduced in the same year. It is the first and onlydoctoral programme in library science on the continent of Africa. In1970, this Institute was redesignated as Department of Library Studies inthe Faculty of Education. Realizing the need of paraprofessionals in thecountry, the Department embarked upon a separate course for non-graduates. This course began in 1970 as a 1-year Diploma, but was soon(from 1972) changed to a 2-year Diploma programme, which is stillcontinuing. The name of the department was again changed, to theDepartment of Library, Archival and Information Studies, in 1988.

10Ghana, op. cit. p.6.11Nigeria Encyclopedia of Library and Information Science. New York, NY. Marcell and Dekker, Vol. 20,

p. 39.


Now let us move to the other side of Africa, to the East, in Uganda.Two years later, in 1963, the East African School of Librarianship (EASL)was set up at Makerere University, Kampala, Uganda, with the help ofRockerfeller Foundations and UNESCO. In 1960, the British Councilturned its attention to the development of library services in East Africa,under its libraries organizer Sydney W. Hockey. After 3 years of untiringefforts, he was able to establish EASL in 1963, initially with a certificatecourse, while a Diploma programme was started in 1965. This is aregional school and serves the need of three countries — Kenya,Tanzania and Uganda — but ceased to be a truly regional school in thelate 1970s, due to some problems. A Postgraduate Diploma Programmewas started in 1976, which is likely to be upgraded to the Master degreelevel. A new 3-year Bachelor’s programme in library and informationstudies is likely to start soon. It will include some aspects of informationscience and will replace the Undergraduate Diploma.12 In November1988 the University Senate approved the BLIS programme to start in1989. With the introduction of the Bachelor’s programme, the Diplomaprogramme will be discontinued and the Postgraduate Diploma will bereplaced by a Master’s programme.13

Around the same time, something was also cooking up in Ethiopia. InEthiopia14, the Ministry of Education and Fine Arts, and the NationalLibrary of Ethiopia organized some short Summer courses from 1959–64.In 1964, with the help of a UNESCO expert, two programmes in libraryscience were launched, a Diploma in Library Science of 1-year durationand a BA/BSc Library Science Minor programme to serve teacher-librarians. The BA/BSc Library Science Minor programme did not bringmany good results, so it was discontinued in 1974, but the Diplomaprogramme (with constant revisions) is still continuing. The Departmentof Library Science came into existence in 1966, first in the Faculty ofEducation, but now under the Addis Ababa University Libraries(temporarily since 1976). From 1989, a Bachelor in Library andInformation Science (BLIS) programme has also been started as a 4-yearfull-time degree course to meet the need of middle level manpower in thefield.

We again return to Western part of Africa to establish anotherDepartment of Library Science at Ahmadu Bello University, Zaria, inNigeria once again, in 1968. This Department was opened at therecommendation of F. R. Sharr to produce librarians at two levels — a

12Abidi, S.A.H., op. cit.13Abidi, S.A.H., op. cit.14Gupta, S. (1993), op. cit.


3-year Bachelor’s Degree in Library Science (BLS) and a 2-year Diplomain Librarianship (Dip). Later, it started a part-time 2-year Master’sprogramme. Thus, before 1970, these were the five library schools inAfrica, two in the East, and three in the West, all of them establishedduring the 1960s.

SITUATION IN THE 1970S

Now we move South, to Zambia:

“At the time of independence in Zambia in 1964, there was not a single trainedindigenous librarian at certificate, diploma, graduate or postgraduate level.”15

Not only up to 1964, but even up to 1968, Kangulu reports16, there wasno trained Zambian librarian. It should be noted that the few trainedlibrarians that Zambia had before 1964 were expatriates, and most ofthem left immediately after independence. In support, he quotes Rooke:

“Two clerks graduated in 1968 from Makerere University (East African School ofLibrarianship) with diplomas in librarianship.”17

Formal education in librarianship in Zambia began in 1967, 2 years afterthe inauguration of the University of Zambia. The credit goes to A. J.Loveday, the University Librarian, who faced a lot of difficulties inrecruiting local personnel for his library. He immediately started makingefforts to initiate a library education programme in Zambia, theUniversity Senate approved the same, but it could not start until 1967. AUNESCO lecturer, Edward Bernard Jones, started it with a three-courseminor in library studies as part of the University of Zambia’s 4-yearundergraduate BA/BSc degree programme. The programme triggeredoff the success story of library education, but it was criticized for not beingbroadbased. However, it could not be improved until 10 years later (in1975) with a five-course major, and from 1981 until the present it is onlya six-course major.

15Mohamedali, O.N. Levels of education in librarianship in Zambia: role and relevance. Anunpublished paper.

16Kangulu, C.M. (1989) Library training programs offered by the Department of Library Studiesof the University of Zambia. Paper presented at the PADIS/Technical Consultative Meeting of Heads ofLibrary and Information Schools in Africa, Addis Ababa, Ethiopia, February 20–24, p. 1.

17Rooke, A. (1989) Libraries and librarianship in Zambia: 1964–1984, Monash University MLSThesis. p. 68.


Until 1970, the non-graduate certificate and diploma programmeswere organized by the Zambia Library Service. At a National Conferenceon Library Training held in Lusaka in 1967 it was resolved that librarytraining in Zambia should take place at three levels — undergraduate,non-graduate and paraprofessional — and that University of Zambiashould offer library training at all three levels.18 The University agreed todo that. The certificate course was eventually discontinued in 1975. Atpresent, the Department offers two library training programmes — the4-year Bachelor of Arts with Library Studies (BALS) and the 2-yearDiploma in Librarianship (Dip Lib).19 Thus, although this Departmentstarted in the late 1960s, its main development and establishment tookplace in the 1970s only. In this way the library education was started inSouthern part of Africa also.

Between 1970 and 1980, four more library departments were started inAfrica, three in Nigeria and one in Botswana. Three departments inNigeria were at Bayero University, Kano; University of Maiduguri,Maiduguri; and Imo State College of Technology, Owerri. The BotswanaDepartment was established at the University of Botswana. In 1975, at therequest of Botswana, Lesotho and Swaziland, the British Councilappointed Ronald C. Benge to undertake an advisory visit and reportabout library education. After his visit, he submitted the report20 in 1976.After the discussion, in August 1979, the Department of Library Studieswas established at the University College of Botswana in Gaborone. Twoprogrammes in Library Studies, a Diploma and a Bachelor’s programme,are currently being run, but they are likely to be changed to Library andInformation Studies.21

SITUATION IN 1980S

The next decade of the 1980s brought some modern ideas in librarytraining. New programmes started with the focus on information sciencecomponent of training, although a few still concentrated on traditionallibrarianship training. Two new traditional library departments wereestablished in Nigeria: one at the Imo State University (now Abia StateUniversity), Uturu, and another one at the University of Nigeria, Nsukka.

18Mwacalimba, H. (1981) Design for library human resource development in Zambia, Universityof California DLIS Thesis. p. 119.

19Kangulu, C.M. ibid., p. 4.20Benge, R.C. Report on a visit to Botswana, Lesotho and Swaziland 3–13 January 1976.21Howard-Williams, P. (1989) Library and information studies in Botswana. A paper presented at

the PADIS/Technical Consultative Meeting of Heads of Library and Information Schools in Africa, Addis Ababa,Ethiopia, February 20–24.


Made reported about the library education programme in Zimbabwethat:

“Formal library training in Zimbabwe was a post-independence phenomenon whichfollowed Government realisation of the need for training manpower in the many facetsof the country’s development. It was in this light that the Harare Polytechnic wasmandated to launch a three-year Diploma in Library Science in 1985… Negotiationsare underway for the University of Zimbabwe to initiate a Bachelor of Library Scienceprogramme.”22

Kenya started its library education in 1974. Under the UNESCO/NORAD, a Library Assistant Certificate course was mounted at theKenya Polytechnic, Nairobi, in 1974. Funding, including a director, wasprovided for three courses, 1974, 1975 and 1976. The Director of the lastcourse was commissioned by the UNESCO to study the problem ofinformation training in Kenya and a fully-fledged Department of Libraryand Information Science at the University of Nairobi was recommended.Nothing came up, but the Kenya Library Association succeeded in puttingup a regular Certificate course at Kenya Polytechnic in 1979. The effortsdid not subside and Kenya started a 3-year Bachelor programme underthe Faculty of Information Science at Moi University at Eldoret in 1988.The fundamental aim of this programme was to produce informationprofessionals with adequate grounding in the emerging field of informa-tion science, bearing in mind the needs of Kenya and Africa as a whole.Before 1974, it was used to send its students for certificate and diplomacourses to East African School of Librarianship, Uganda, but after 1976it discontinued sending any more persons to Uganda for these courses.

Among other recently established departments are the Institute ofLibrary and Information Studies, University of Sierra Leone, Freetown,Sierra Leone; and School of Library, Archives and DocumentationStudies, Bagomoyo, Tanzania.

SITUATION IN 1990S

The Beginning of Information Science EducationInformation Science education started in the late 1980s with a Bachelor’sProgramme in Information Science at Moi University, Kenya, in 1988.The other two fully-fledged information science schools started in theearly 1990s in Ethiopia and Nigeria. These programmes started with the

22Made, S.M. (1989) Library training at the Harare Polytechnic. Final Report of the PADIS/Technical Consultative Meeting of the Heads of Library and Information Schools in Africa, Addis Ababa, Ethiopia,February 20–24, p. 8.


help of the International Development Research Council (IDRC, Ottawa,Canada) and UNESCO (Paris, France): one at the Addis AbabaUniversity, Addis Ababa, Ethiopia and another at the University ofIbadan, Ibadan, Nigeria. The programme leading to the Master’s degreein Information Science was started in 1990 at both sites at Addis Ababa,Ethiopia, under a Regional School – School of Information Science forAfrica (SISA), covering 20 countries of Eastern and Southern Africa23 andat the University of Ibadan, Nigeria, under the Regional School – AfricanRegional Centre for Information Science (ARCIS).24

Two new Library and Information Science schools, one at the NationalUniversity of Science and Technology, Bulawayo, Zimbabwe, and anotherone at the University of Namibia, Windhoek, Namibia, are workingtowards shortly starting the library and information science educationprogrammes at different levels. Thus, presently, 20 schools/institutes/departments in Africa are ready to impart education in library andinformation science. Out of these 20, two departments in Namibia andZimbabwe are still in the pipeline and little is known about theprogrammes in the School of Library, Archives and Documentation ofTanzania, but the other 17 institutions are actively engaged in the trainingof library and information personnel in Africa. Nigeria has eightdepartments, the largest number of these institutions, and Ethiopia hastwo of them. Nine other countries have only one each. Thus, these 17institutions are working in nine countries. Botswana has recently startedits Master’s program.

CONCLUSION

From this whole study the following inferences may be drawn:

(1) Considering the slow and late development of library educationelsewhere in the world, development in Africa is quite satisfactory.

(2) Ghana was the first country in Africa where any kind of libraryeducation or training started (in 1944), followed by Nigeria, Ugandaand Ethiopia — all situated in the Northern part of Africa.Education in other countries, especially in Southern part of Africa,is a phenomenon of the 1970s and 1980s.

(3) At present, library education in Africa is available at all levels, fromdiploma to PhD levels. PhD programme is available only at the

23Gupta, S., (1993).24Aiyepeku, W.O. (1991) The challenge of implementing an African program in information

science: TRARECON. Journal of Information Science 17(5), pp. 315–320.


University of Ibadan; and a Master’s programme in four countriesonly — Ghana, Nigeria, Ethiopia and Botswana. Higher pro-fessional education — Bachelor’s and Master’s — in East Africa isa phenomenon of the late 1980s or early 1990s.

(4) Altogether, 11 countries are presently actively engaged in training oflibrary and information personnel through 17 institutions in Africa:Nigeria has the largest number of library schools – there are eightthere; Ethiopia has two and others have only one each. This seemsquite satisfactory to provide adequate number of professional trainedlibrarians and information personnel for English speaking Africa.

(5) Many of the institutions are aware of new ideas, developments andtechnologies introduced in the field. In this light, two newprogrammes in Information Science at Master’s level, one at ARCISat Ibadan and another at SISA at Addis Ababa have been recentlystarted. Even the old programmes in library science are beingrevised into new library and information science programmes.

All of these developments, which have taken place during the last 50years in the field of education for information professionals, show a greatconcern and awareness towards the library profession in Africa. Withthese advancements, a library legislation is now required, so that alibrarian’s post is filled only by a professionally qualified person and alllibraries, and information centres are managed by trained libraryprofessionals. At this stage of development and progress of theseprogrammes, it is necessary and important to conduct a serious evaluativestudy to assess the quality and relevance of these programmes in thecontext of Africa.


APPENDIX

Library schools in Africa

Name/place Year Courses offered

1. University of Ibadan, Ibadan, Nigeria 1959 Dip; MLS; MPhil; PhD2. University of Ghana, Legon, Ghana 1962 MLS; MPhil3. Makerere University, Kampala, Uganda 1963 Dip; PGDL4. Addis Ababa University, Addis Ababa, 1966 Dip; BLIS; MSLIS

Ethiopia5. University of Zambia, Lusaka, Zambia 1967 Dip6. Ahmadu Bello University, Zaria, Nigeria 1968 Dip; BLS; MLS7. Bayero University, Kano, Nigeria 1977 Dip8. University of Maiduguri, Maiduguri, 1978 Dip; BLS

Nigeria9. Imo State College of Technology, 1979 HND (Higher National

Owerri, Nigeria Diploma)10. University of Botswana, Gaborone, 1979 Dip; PGDLIS; MLIS

Botswana11. Imo State University, Uturu, Nigeria 1981 Dip; BLS12. University of Nigeria, Nsukka, Nigeria 1983 BLS13. Harare Polytechnic, Harare, Zimbabwe 1985 Dip14. Moi University, Eldoret, Kenya 1988 BSIS15. University of Sierra Leone, Freetown, 1989 not known

Sierra Leone16. School of Library, Archives and 1989* not known

Documentation Studies, Bagomoyo,Tanzania

17. School of Information Science for Africa, 1990 MSLISAddis Ababa, Ethiopia

18. Africa Regional Centre for Information 1990 MLISScience, Ibadan, Nigeria

19. University of Namibia, Windhoek, To be established*Namibia

20. National University of Science and To be established*Technology, Bulawayo, Zimbabwe

*Source: L.O. Aina, The Characteristics of Library/Information Science Educators in Africa,(Unpublished Paper).


Documents

Development of Library and Information Science Education in Africa