Discuss the gradual development of library and information science education in Bangladesh. Identify the main problems of the library and information science education in Bangladesh. What recommendations would you provide to overcome these problems?
Introduction:
The library education system was started in Bangladesh before her independence. About five hundred LIS professionals are being produced from various educational institutions every year. But this number is not sufficient to meet the information requirements of one hundred and sixty million people of Bangladesh.
Development of Library and Information Science Education Systems in Bangladesh:
We can divide Library education systems in Bangladesh into seven decades.
First decade: 1951 – 1960
Librarianship training started with the first three-month certificate course in librarianship at the central library of the University of Dhaka in 1952 under the Faculty of Arts which called “Fulbright Course in Librarianship”. The university then suspended the Fulbright certificate course and started PGD (Post Graduate Diploma) in 1959-60 based on the University of London model.
Second decade: 1961 – 1970
After 1962 the University of Dhaka started the MA course. In 1964-65 session, it were recognized as a full-fledged “Department of Library Science” under the Faculty of Arts. This was the first time a university in Bangladesh established a department for Library Education.
Third decade: 1971 – 1980
In 1974-75, the University of Dhaka approved a two year Master of Philosophy (Mphil) program, beginning with the 1974-76 session. In 1975-76, the University of Dhaka endorsed a two-year MA course, called a “Master of Art in Library Science.”
Forth decade: 1981 – 1990
During 1987-88, a three year Bachelor of Arts (BA) with honours in library and information science began at the University of Dhaka. The department was re-named “Library and Information Science,” The university suspended the PGD course and requested that the LAB lunch that course beginning in 1989- 90.
Fifth decade: 1991 – 2000
The university of Dhaka started the two-year MA course in 1994-95. The University of Rajshahi (est. 1953), started a one year PGD course in library science beginning with 1991-92.
National University (est. 1992) began to offer 400 marks in library and information science as an optional subject in the BA (pass) degree beginning in 1998-99.
Sixth decade: 2001 – 2010
From 2001-02, the department of University of Dhaka had the new name “Information Science & Library Management”. From the same session, The
University of Rajshahi did away with the PGD course.
In July 2007, the University of Rajshahi re-named the Department of Library and Information Science “Information Science and Library Management.”
Seventh decade: 2011 – present
In 2011-2012 session the Department of Information Science & Library Management got a huge amount of fund (nearly 125,00,000) from World Bank under Higher Education Quality Enhancement project (HEQEP) project. By this money this dept. introduced a new research laboratory namely as “Digital Library Open Laboratory” (DLOL) for the purpose of
exhilarate the research work of the students and teacher.
Problems and Suggestions
Teaching
The lecture remains the predominant teaching method. Lecture classes last for fifty minutes in all levels. This is not enough at the bachelor or master's level. Classes in computer applications relevant to library and information science are totally absent except at the University of Dhaka and University of Rajshahi. Presentation skill is a growing demand in librarianship, but the faculty members do not ask for a single presentation on any topic from the students.
Information Technology Courses
The field of librarianship has changed tremendously in the last ten years because of growth of information technology and its application in the libraries. Only 10 - 20 percent of courses in all programs have any relationship with technology. Necessary computer hardware, software, and multimedia resources should be made available and be sufficient for the level of use required for coursework.
Infrastructure
Institutions offering certificates or postgraduate diplomas have no space, adequate classrooms, laboratories for cataloguing and classification, and so on. Even the departments of the University of Dhaka and University of Rajshahi have an insufficient number of classrooms.
All institutions and departments should provide space for faculty member, for their own sake as well as for interaction beyond formal class lectures.
Computer Labs and Practical Tools
A majority of institutions do not have well-equipped computer labs or a sufficient number of computers for students.
. A sufficient number of practical tools should be made available, because they are too costly for students to buy.
Curriculum
The curriculum of library science programs is quite old and needs to be restructured with redefined objectives. The syllabi are not based on market demand.
There is an urgent need to conduct a survey to determine the staffing needs of the country's libraries and information centers.
Research
The LIS departments of the University of Dhaka and the University of Rajshahi work with limited resources and personnel. Sufficient attention has not been given to research work in university departments. The number of MPhil and PhD students and graduates is not encouraging.
Prospective students and library professionals should be actively encouraged to pursue the MPhil and PhD.
Internship and Training
An internship is a pre-professional work experience that provides students and recent graduates with the opportunity to gain experience in a particular career field.
Departments should make sure that their graduates have practical experience before they accept
professional positions.
Library Education Policy
The government Bangladesh approved a National Book Policy in 1996 and a National Library Policy in 2001, but there is neither a National Policy for Library Science Education nor any initiatives taken to create one. LAB and BALID should communicate the necessity and importance of national policy for library
science education.
Conclusion
This study takes a historical look at library education, with a general outline of the challenges in Bangladesh. It is evident that library education is an evolving and dynamic field in Bangladesh which has not been given special attention. A comprehensive library science education system with adequate training facilities is very much needed.
