Issues in information science education in developing countries

• Published in: Journal of the American Society for Information Science Vol. 36; no. 3; pp. 192 - 199
• Main Authors: Saracevic, Tefko, Braga, Gilda M., Afolayan, Matthew A.
• Format: Journal Article
• Language: English
• Published: Washington, D.C Wiley Subscription Services, Inc., A Wiley Company 01.05.1985; American Documentation Institute; Wiley Periodicals Inc
• Subjects: Anxiety; Continuing education; Cooperation; Curricula; Dependence; Developing countries; Education; Educational materials; Industrial development; Industrialized nations; Information dissemination; Information processing systems; Information professionals; Information science; Information systems; Information work; LDCs; Libraries; Library science; Professional education; Schools of library and information science; Science education; Scientists; Social change; Study abroad; Study and teaching; Teaching; United States > US
• ISSN: 0002-8231; 1097-4571
• DOI: 10.1002/asi.4630360310

The environment of development provides the framework for information science education in developing countries, but the issue of what is appropriate or relevant for development in such education is debated. Up to now, continuing education is the majorThe environment of development provides the framework for information science education in developing countries, but the issue of what is appropriate or relevant for development in such education is debated. Up to now, continuing education is the major vehicle for education and training of information scientists in the Third World. Not many formal, academic courses and programs exist; those that do are almost exclusively located in library schools. The dependence on continuing education and lack of academic bases present another important issue, as does the lack of faculty and facilities. International organizations, particularly Unesco and FID, played a major role in spreading information science education in the Third World. The advent of the “information age” is watched with some anxiety—reactions to which will affect the future of information science education in developing countri is watched with some anxiety—reactions to which will affect the future of information science education in developing countries.