LIS education in Botswana: A case of DLIS at the University of Botswana

JAIN, Priti and JOROSI, B.N. (2015) LIS education in Botswana: A case of DLIS at the University of Botswana. Paper presented at: IFLA WLIC 2015 - Cape Town, South Africa in Session 196 - LIS Education in Developing Countries SIG.

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Language: English (Original)
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Abstract

LIS education in Botswana: A case of DLIS at the University of Botswana

Library and Information Science Education (LIS) education in Africa is confronted with numerous challenges in order to keep stride with the changing trends in the profession. LIS education in Botswana started in 1979 with the establishment of Department of Library & Information Studies (DLIS). DLIS has made a significant contribution to the education and training of library and information personnel in Botswana and the Southern, Central, West and East African regions. DLIS offers two non-graduate diploma programmes in Library and Information Studies and Archives and Records Management, a Bachelor’s degree in Library Studies and a Bachelor of Information Systems. It also offers Master’s Degree programmes in Library and Information Studies and Archives and Records Management and M.Phil and Ph.D programmes in Library and Information Studies. To equip future information professionals with the right skills and competencies for the current job market and to prepare them for the emerging global society, DLIS keeps reviewing its teaching curricula to ensure that it addresses current trends in the profession. The purpose of this paper is to share and exchange views on the major changes, opportunities and challenges at the DLIS. Some of the development includes winter programme as a way of expanding access to education to the wider society. Arrangements are currently in place for the introduction of a harmonized degree programme “Bachelor of Information and Knowledge Management” (BIKM) program at DLIS based on the latest market analysis. The paper also discusses the recently concluded programme review and deliberates on the challenges faced by DLIS. The paper is based on in-depth and latest literature review and the authors’ experience as LIS practitioners and educators at DLIS.

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