ROLE OF UNESCO FOR THE DEVELOPMENT OF LIBRARY AND INFORMATION SERVICES IN INDIA
by
Narendra K. Bar B.A., M.LIB.SC. (BHU)
A Mast«r's Dissertation, submitted in partial fulfilment of the requirements for the award of the Master of Arts degree of the Loughborough University of Technology
September 1991
Supervisor : Dr. W. P. Marett B.A. CNAA, M.A. Cambridge, B.Com., B.Sc. (Econ), Ph. D. London FR HistS, Department of Information and Library Studies
Copy right: N. K. Bar, 1991 ii
To
MR RAMESH CHANDRA TRIPATHY & MR SAHADEB SAHOO to WHOM I AM EVER GRATEFUL iii
ABSTRACT
The United Nations Educational, Scientific and Cultural Organisation (UNESCO) grew out of the hopes for a better world following World War II. It was a new type of intergovernmental agency, setting for itself the task of working for peace and understanding among nations, through cooperation in intellectual and scientific matters. India is a founder member of UNESCO and was the first developing country to host the General Conference (9th Session, 1956). The purpose of this dissertation is to find out (a) What role UNESCO played in the field . of library and information services in India, (b) how it did it, and (c) the significance of what it did. Chapter one gives a general background to India as a whole. Chapter two defines the foundation of UNESCO, its origin and activities in the present context. Chapter three presents history of Indian library movement since Moghul period, during British rule and post independent era and gives an account of the libraries and library and information systems of the country. Chapter four traces the international concern for libraries and surveys the whole range of UNESCO'S library philosophy and programmes and explains how that philosophy was expressed in the organisation's different programmes over the years. Finally, the chapter five deals with the role played by UNESCO in the development of library services in the form of first public library pilot project, establishing scientific and technical documentation centre and other activities pertaining to improve the Indian library system. iv
1. Conferences and Meetings Related to Librarianship, Documentation and Archives Convened or Financed by UNESCO Between 1948 - 1971 (1st 25 years) p.34
2. List of Training Courses Organised by INSDOC.p.65
3. UNESCO Field Mission Experts to India. p.70
4. UNESCO Library Fellowship Holders from India.p.72
5 • Seminar, Conferences and Workshops p.73 V
1. Political Map of India.
(See, Library Legislation in
India. Chap.3.3). ------ACKNOWLEDGEMENT
First and foremost I must thank my supervisor,Dr W P Marett, whose positive support, advice, encouragement and patient guidance has helped to bring this project to fruition. I am deeply grateful for all his help. I am also grateful to other members of staff of the department, particularly, Prof Jack Meadows, Prof John Feather, (Head of Department) for their valuable advice and suggestions.
I would like to specially thank Mr J H St J Mcilwaine, Lecturer, School of Library Archive and Information Studies, UCL, for his generous help, guidance and useful discussions.
My sincere thanks to UNESCO DIT/IR staff in assisting me during my visit to UNESCO Library/Archives, Paris.
I must single out the valuable assistance I was given by Mr Gurmail Singh, Librarian-in-Charge, Press and Information, Indian High Commission, London, who helped me in so many ways. I offer my thanks to him.
I wish to acknowledge my indebtedness to Ms. Savitri Kunadi, Ambassador and Mrs Shamma Jain,First Secretary, Permanent Delegation of India to UNESCO, who took personal interest and helped me in obtaining relevant materials from UNESCO.
Much more than formal acknowledgement is due to my friends in London. Mr N R Dash, Mr B Bhaskar, Mr S Gosain, Mr Manmath Dalai, Mrs and Mr Anwar Hussain for their continuous friendship, enormous help and encouragement.
I also wish to express my profound gratitude to Mr Laxmidhar Mishra, Joint Secretary, Education, Mr Satyananda Misra, Joint Secretary, Mr D Sengupta, Deputy Secretary and Mr S K Roy, Deputy Financial Advisor, Mr B K Agarwal and Mr J K Jain of Department of Culture, Ministry of Human Resource Development, Govt of India for their moral support and timely help, and above all to my wife Sandhya without whose endless patience and forebearance this work would not have been completed.
My thanks to Mr Harunur Rashid for copying successfully with the problems encountered in typing this in a short time.
Narendra K Bar vii
------TABLE OF CONTENTS
TITLE PAGE i
DEDICATION ii
ABSTRACT iii
LIST OF TABLES iv
MAP V
ACKNOWLEDGEMENTS vi
TABLE OF CONTENTS vii
INTRODUCTION X
CHAPTER - 1 INDIA PAGES
1.1 General Background to India 1
1.2 Location 1
1.3 People 1
1.4 Languages 2
1.5 Government 2
1.6 Education 3 1.7 Library System 4
CHAPTER - 2 UNESCO - ORIGIN - PURPOSE
2.1 Laying the Foundation of UNESCO 7
2.2 The Origin 7
2.3 Purpose 8
2.4 Functions 10
2.4.1 International Intellectual Cooperation 10
1. 2 Education 11 viii
Pages
1. 3 Natural Sciences and Technology; 11
1.4 Social Sciences 13
1.5 Culture 13
1.6 Information System and Services 14
1.7 The Organisation 15
CHAPTER - 3 INDIA AND LIBRARIES
3.1 History of Library Movement in India 16
3:2 Contribution of Dr S R Ranganathan 19
3.3 Library Legislation in India 20
3.4 Library and Information Science 21 Education in India
3.5 National Libraries of India 22
3.6 Academic Libraries 24
3.7 Public Libraries 26
3.8 Special Libraries and Information 29 Centres
CHAPTER - 4 UNESCO AND ITS CONCERN FOR LIBRARY DEVELOPMENT
4.1 Organisational Devices Facilitating 33 Programme Formulation and Implementation.
4.2 The Place for Library Concerns in UNESCO 36
4.3 The Influence of Librarians on UNESCO 38 Decision Making
4.4 Library Philosophy and Programme 40
4.5 Efforts on behalf of the Immediate 41 Needs of Member States ix
Pages
4.6 Promotion of Public Library 42 Development
4.7 Concern for Book Development 43
4.8 Building Scientific and Technological Documentation Centres 44
4.9 Co-ordination of International Bibliographic Efforts 46
CHAPTER - 5 INDIA AND UNESCO
5.1 Public Library Pilot Project 49 (Delhi Public Library)
5.2 Scientific and Technical Documentation. (Indian National Scienitific Documentation Centre) INSDOC. 56
5.3 Production of Reading Material 66
5.4 UNESCO Book Coupon Scheme 68
5.5 Bibliographical Services 68
5.6 Microfilming 69
5.7 Library Field Missions and Fellowships 69
5.8 Seminar, Conferences and Workshops 73
Conclusion 74
References 77
Selected Bibliography 85 X
INTRODUCTION
Libraries have a very basic role to play in the disse mination of information about government programmes and development plans and serve their nations by providing the constant flow of information so crucial to both national and international development. They are the indispensable workshops for educational progra mmes of all kinds, supporting scientific and techno logical research and providing essential sources of information, so necessary for government, commerce, industry and the society in general.
An organisation that is leading in the promotion and support of modern international librarianship and that has become a major force in world library affairs since its foundation in 1946 is the United Nations Educational, Scientific and Cultural Organisation (UNESCO). The UNESCO has been striving its best to improve the educational standards of various countries through libraries. It, therefore, set up Pilot Library Projects in selected areas to demonstrate the hunger for knowledge by the people of those areas. It went another step further and convened Regional Seminars to discuss library problems and arrive at common pattern for library development in those regions. It also set up National Documentation Centres in some countries to give specialised library service in the field of natural sciences. India has got the unique distinction of having been selected for all these library projects by UNESCO in co-operation with the Government of India. It is the first country in Asia to have established the Pilot Library Project and the National Documentation Centre through the financial and technical assistance of UNESCO. xi
Delhi Public Library (DPL) was established in 1951 as a public library pilot project, to provide a public library service for the people of Delhi and that would be a model for all public library development in India and in all countries where similar development of public libraries can be undertaken. Today it operates on a vast scale, as a Metropolitan Public Library with the net work of Branches, Sub-Branches, mobile libraries, prison and hospital services. It has organised the collection to satisfy the needs of the multilingual community. The DPL project has provided a service which meets a very large pent-up demand for reading, and caters to a very deeply felt need.
INSDOC (Indian National Scientific Documentation Centre) is recognised as one of the premier national documentation centre in the country. This is the second project sponsored by UNESCO. The pattern of UNESCO assistance has been in the form of a provision of experts, fellow- ships and equipment for the centre. Since its inception its growth and development is multidimensional. It had introduced several technical services and its library is known as National Science Library. Its services are utilised throughout the country by several scientists, researchers and subject specialists.
The success which has been achieved in the development of library and documentation services in India described in later chapters is a permanent one, and it would not have come about without the financial support and devoted services rendered by the experts sent by UNESCO. 1
CHAPTER - 1. INDIA
1 General Background to India.
India is one of the oldest civilisations with kaleidoscopic variety and rich cultural heritage. It has achieved multi- faceted socio-economic progress during the last 44 years of its independence. India has become self-sufficient in agricultural production and now the tenth industrialised country in the world and the sixth nation to have gone in to outer space to conquer nature for the benefit of the peoplel. India, a vast vibrant democracy, stands for the quest for modernisation as much as it does for the preservation of tradition.
1.2 Location.
The Republic of India has an area of 1,269,346 sq.miles (3,287,590 sq.kms). India is bounded on the·north-west by Pakistan - north by China, Tibet, Nepal and Bhutan - east by Burma - South East, South and South West by Indian Ocean. The far eastern states and territories are almost separated from the rest by Bangladesh as it extends northwards from the Bay of Bengal.
1.3 People.
India is probably the country with the largest and most diverse mixture of races. All the five major racial types - Australoid, Mongoloid, Europoid, Caucasian and Negroid - find representation among the people of India, who are mainly a mixed race. Hinduism, Budhism, Jainism and later Sikhism, were faiths cradled by India. Christianity, in Kerala,goes back to apostolic times. Islam reached India within the first centuries of its emergence. The people of India belong to diverse ethnic groups. 2
1.4 Languages.
India has about 15 major languages and 1,652 different dialects. 90 percent of Indian population speaks one of these 15 languages. The constitution recognises Hindi as the official language of India. However, English has been retained as a language for official communication. Indian literature dates back several millennia to the hyms of the vedic Aryans. It also accounted for compilations of anecdoteE like the Panchatantra and the Jataka tales, as well as epics like the Ramayana and the Mahabharata. Modern Indian languages fall in to two district groups, those derived from Sanskrit and current in North India, and the languages forming the independent Dravidian"group and current in South India. In Southern India, the creative energies of the Tamil poets found expression in the great works of Sangam literature. In the North, dramatists like Kalidasa and Bhasa produced great dramas in Sanskri t2.
1.5 Government.
India is a Federal Republic. It is a union of 25 States and 7 centrally - administered Union Territories, with the President as the Head of the Union and the Governors as the Head of the States. The President is elected for a term of five years by an electoral college consisting of the elected members of both the Houses of the Indian Parliament and State Legislatures.
The President is aided and advised in the exercise of his functions by a Council of Ministers, headed by the Prime Minister, which is collectively responsible to the Lok Sabha. The Indian Parliament consists of two Houses. The Upper House is known as Rajya Sabha. It consists of not more that 250, including 12 members nominated by the President. The Lower House, called Lok Sabha has a membership of 544 members, representing the States and Union Territories and 2 members nominated by the President to represent the Angle - Indians3. 3
India contains 25 Self-Governing States, each with a Governor (appointed by the President for five years), a Legislature (elected for five year) and a Council of Ministers headed by the Chief Minister.
1.6 Education.
The literacy rate in India has gone up from 16.6 per cent in 1951 to 36.2 per cent in 19854 . The pattern of formal education inherited by free India was based on a mosaic of values and practices, some several thousand years old and others adopted to make India competitive in world Science and Technology. Since 1947, Indian Planners and Educators have sought to develop a national system of education linked to the nations priorities for economic development. The initiation in 1978 of the National Adult Education Programme, which seeks to eliminate illiteracy among the nation's 15 to 35 years old population, is the latest step in the attempt to secure such a linkage.
Education in India is primarily the responsibility of the individual State Governments but the Central Government has several direct responsibilities specified in the constitution. These include co-ordination of educational facilities, determination of standards of higher education, Scientific and Technological research and promotion of Hindi and all other Indian languages.
Many people are surprised to learn that India has the world's third largest reservoir of trained manpower. Several thousand Indian doctors, engineers, scientists and skilled workers are assisting developing countries in Asia and Africa. Doctors, engineers and other highly qualified professionals from India are also found in the world's most developed nations. The seeds of this development were laid soon after independence when primary education was made compulsory, to be followed in stages, by secondary and tertiary. 87% of children in the age group of 6 to 11 years 4 attend school today. Primary education is free in all States and compulsory in most of them. About 100 million students attend school now against only 23.5 million in 1951. The number of University Students has increased ninefold in the last 43 years and the number of colleges has registered a 700% increase in the same periods.
The current emphasis is on ensuring equality of educational opportunity as part of the overall national goal of promoting social justice, improving the quality of education and involving teachers and students in social and economic development. The thrust of eudation policies is towards ensuring that academic curricula are relevant to the availability of employment and needs of development.
The country is on the threshold of a major advance towards removing illiteracy through a comprehensive programme known as National Literary Mission (NLM) in the field of adult education. Even if the education policy targets not entirely reached, the literacy rate which is estimated at 36.2% in 1985 (against 16% in 1950) 6 is expected to increase to 65% by 1990-91. The country''s efforts to remove illiteracy .have been praised by the World Bank which has expressed the view that India's success would have a far~reaching impact on all developing countries.
1.7 Library System.
Libraries are the keepers of our history and culture. The development of the library system in India is an important component of the scheme of non-formal and continuing education. Constitutionally the subject ''libraries" is included in the State list. The Central Government is not a law maker for a library system of the country as a whole. The Centre has the jurisdiction only over libraries established by it and institutions of national importance as declared by the Central Government. There are more than 60,000 libraries of all descriptions in the country. 5
However, the Central Government takes initiative to secure the voluntary co-operation of the State Governments and to promote coordinated development of national and State library system. Funds for such an integrated development forms a part of Central and State Five Year Plans.
To ensure regulated development of public libraries, legislation has been enacted by the 8 out of the 25 State Governments (Andhra Pradesh, Haryana, Karnatak, Kerala, Maharastra, Manipur, Tamilnadu and West Bengal). The Dept. of Culture, Ministry of Human Resource Development is taking keen interest in the country's public library movement programme by providing full financial support. In order to channel aid the Central Government established the Raja Ram Mohan Ray Library Foundation in 1972. It supports and promote library services in general and public library services in particular all over the country in cooperation with the States and Union Territory Administration and other voluntary agencies in the field.
Today India has a national public system that is intended to serve a population of 844 million. The urban population constitutes 23% of the total and the rural 77%, spread over 2,643 towns and 575,000 villages, making a total of 577,643 locations7.
The national public library system envisages a national library, three Regional libraries at Madras, Bombay and Delhi, a State Central Library in each State, a District Central Library in each district, and a Central Block Library in each development Block.
Since independence in 1947, a national library at Calcutta and two regional libraries at Madras and Bombay have been established. Of the 29 Metropolitan cities that have a pupulation of 400.000 and above, only four - Madras, Hederabad, Bombay and Delhi - have a city public library system with central libraries, branches, and deposit stations. Delhi has four Book mobiles, each with a carrying 6 capacity of 3,000 volums. It is estimated that only about 2% of the literate pupulation of India has access to public library serviceS. 7
CHAPTER 2: UNESCO - ORIGIN - PURPOSE *
2.1 Laying the Foundation or UNESCO.
In 1942, the Chairman of the British Council, Sir Malcolm Robertson, invited the Ministers of Education of all Allied Occupied Countries whose governments in exile had been established in London to attend periodic meetings on educationa problems of Europe and the United Kingdom. In October that year, under the Chairmanship of R. A. Butler, President of the Board of Education convened a meeting of Ministers of Education or their representatives with the object of considering what help would be needed by and could be given to the occupied territories of Europe in restoring their educational systems after the World War.
Between 1942 - 1946 a number of meetings, and conferences of CAME (Conference of Allied Ministers of Education) and National Governments were held, which resulted in the establishment of a future United Nations Organisation for Educational and Cultural Reconstruction.
2.2 The Origin.
The Conference for the Establishment of the United Nations Educational, Scientific and Cultural Organisation was held at the Institute of Civil Engineers in London from 1 - 16 November 1945. Invitations to the Conference were issued jointly by the British and French Governments. The Constitution was to come into effect when it had been accepted by 20 signatories. Although 44 States were represented at the Preparatory Conference in 1945, it was not until 4 November 1946 the twentieth signatory, GREECE, deposited the instrument of ratification with the British Government and the official existence of UNESCO came in to being on 4 November 1946. This followed a Conference of Representatives of 43 countries meeting in London, who laid
*based on the materials, see chapter 2 references. 8 down the basis of the organisation at the recommendation of the United Nations Conrerence or SANFRANCISCO. It took over the activities of the International Institute or Intellectual Co-operation founded 9 August 1925. An agreement between the United Nations and UNESCO was approved by the General Assembly of United Nations at its October - December 1946 session, New York.
2.3 Article - 1 .Purpose.
UNESCO was founded in the aftermath of World War II " to build the defences of peace in the minds of men" and has been called the conscience of humanity. When it came in to existence, many countries were pre-occupied with the after-effects of war. It's short-term aim at that time was to assist in the reconstruction of war-torn world by meeting some of the most urgent needs and by re-establishing the links between scholars which had been severed in the intervening years.
1. The purpose of the Organisation is to contribute to peace and security by promoting collaboration among the nations through education, science and culture in order to further universal respect for justice, for the rule of law and for the human right and fundamental freedom which are affirmed for the peoples of the world, without distinction of race, language or religion by the Charter of the United Nations.
2. To realise this purpose the Organisation will
(a) Collaborate in the work of advancing the mutual knowledge and understanding of peoples, through all means of Mass Communication and to that end recommend such international agreements as may be necessary to promote the free flow of ideas by word and image; 9
(b) Give fresh impulse to popular education and to the spread of culture; by collaborating with Members, at their request, in the development of educational activities;
by instituting collaboration among the Nations to advance the ideal of equality of educational opportunity without regard to race, sex or any distinctions, economic or social;
by suggesting educational methods best suited to prepare the children of the world for the responsibilities of freedom;
(c) Maintain, increase and diffuse knowledge; by assuring the conservation and projection of the world's inheritance of Books, Works of art and monuments of history and science, and recommending to the Nations concerned the necessary international Conventions; by encouraging co-operation among the nations in all branches of intellectual activity, including the international exchange of persons active in the fields of education, science and culture and the exchange of publications, objects of artistic and scientific interest and other materials of information; by initiating methods of international co-operation calculated to give the people of all countries access to the printed and published materials by any of them.
(d) With a view to preserving the independence, integrity and fruitful diversity of the cultures and educational systems of the States members of this organisation, the Organisation is prohibited from intervening in matters which are essentially within their domestic jurisdiction. 10
2.4 Functions/Activi~ies.
UNESCO's activities, which take three main forms as outlined below, are funded through a regular budget provided by Member States and also through other sources, particularly UNDP. UNESCO co-operates with many other U.N. Agencies and International non-governmental organisations.
l.U International Intellectual Co-Operation:
UNESCO assists the interchange of experience, knowledge and ideas through a world network of specialists. Apart from the work of its professional staff, UNESCO co-operates regularly with the National Associations and International Federations of Scientists, artists, writers and educators, some of which it helped to establish.
UNESCO convenes conferences and m~etings and co-ordinates international, scientific efforts; it helps to standardize procedures of documen tation and provides clearing house services; it offers fellowships and it publishes a wide range of specialized works, including source Books and works of Reference. UNESCO promotes various international agreements, including International Copyright Convention and the World Cultural and National Heritage Convention, which members states are invited to accept.
------OPERATIONAL ASSISTANCE:
UNESCO has established missions which advise Governments particularly in the developing member countries, in the planning of projects; and it appoints experts to assist in carrying them out. The projects are concerned with the teaching of functional literacy to workers in development undertakings; teacher training; establishing of 11
libraries and documentation centres; provision of training for journalists, Radio, Television and film workers; improvement of scientific and technical education; training of planners in cultural development; and the international exchange of persons and information.
UNESCO organises various research efforts on racial problems, and is particularly concerned with prevention of discrimination in education, and improving access for women to education. It also promotes studies and research on conflicts and peace, violence and obstacles to disarmament, and the role of international law and organisations in building peace. It is stressed that human rights, peace and disarmament can not be dealt with separate!: as the observance of human rights is a pre-requisite to peace and vice-versa.
1. 2·) Education
This sector receives roughly a third of the combined budgetary allocation for UNESCO's programmes; it spends on educational operational projects about 50% of the extra budgetary resources allocated for all UNESCO's programme.
UNESCO has an overall policy of regarding education as a life long process. Therefore, one implication is the increasing priority given to pre-primary education as well as adult education. The accent is now being placed on a global approach in which literacy training for adults is associated with the general introduction of primary education. It places special emphasis on the attainment of education by women and the handicapped, and on literacy as an 12
integral part of rural development. UNESCO is currently operating large-scale regional programme in AFRICA, ASIA and LATIN AMERICA. These programmes concentrate on educational planning, teacher training curriculam improvement, text book production and better techniques for building schools.
With regard to general scientific and technological education, UNESCO intensifies action designed to increase national capacities in science and technology education and to improve the quality of that educatior The International Institute for Educational Planning and the International Bureau of Education carry out training, research and the exchange of information on aspects of education.
1.3) Natural Sciences and Technology.
~NESCO's science and technology programme was allocated US$ 49m. from the organisation's regular budget of $307m for 1986-87. While the main emphasis in UNESCO's work in science and technology is on harnessing these two developments, and above all on meeting the needs of developing countries, the organisation is also active in promoting and fostering collaborative international projects among the highly industrialised countries. UNESCO's activities can be divided in to three levels: International, Regional and Sub-regional and National,. UNESCO is now concentrating on the direct application of the benefits of science and technology for the developing countries. To help meet the ''Environmental Challenge" and new international research programme on Man and Biosphere (MAB) was lunched in 1971, and aims at close co-operation between ecologist 13
and social scientists, underlining UNESCO's awareness of the importance of sociological factors in this field. Based on a network of over hundred (MAB) National Committees, in early 1983, the MAB programme covered 1,030 field research projects associating over 10 thousand researchers in 79 countries, with 215 biosphere reserves in 58 countries as sites for genetic conservation, research, training and education. The Organisation has also prepared natural resources maps, and begun an International Geological Correlation Programme.
1.4) Social Sciences.
The social and human sciences programme aims to encourage the development of the social sciences throughout the world by strengthening national and regional institutions the conceptual development of the social sciences, training, the exchange and diffusion of information, and co-operation with international non-governmental organisations.
The activities concerning human rights and peace include two major programmes: the elimination of prejudice, intolerance, racism and apartheid; and a programme for peace, international understanding, human rights and the rights of peoples.
1.5) CULTURE.
The UNESCO's cultural programme is in three parts; activities design to foster the worldwide application of three international conventions, that aim to protect and conserve cultural property; international safeguarding campaigns to help member states to conserve and restore monuments and sites (in 1988 there were 22 such campaigns in progress); and the 14
training of museum managers and conservationists and promotion of public awareness of the cultural heritage.
UNESCO's World Heritage Programme, launched in 1978, aims to protect landmarks of outstanding universal value, in accordance with the 1972 UNESCO convention concerning the protection of the World Cultural and Natural Heritage, by providing financial aid for restoration, technical assistance, training and management planning. By the beginning of 1989, the World Heritage List comprised 315 sites in 67 countries. UNESCO has participated in the restoration of the Buddhist temple at Borobudor, Indonesia (1973-83), the resiting of the temples of Abu Simbel, Egypt, preliminary work on preserving the ancient city of Moenzodaro, Pakistan and many other conservation projects.
UNESCO encourages the translation and publication of literary works, publishes albums of art, and produces records, audivisual programmes and travellin! art exhibitions. It supports the development of book publishing and distribution and the training of editors and managers in publishing. UNESCO is active in preparing and encouraging the enforcement of international legistation on copyright.
1.6) Information System and Services.
UNESCO's General Information Programme (PGI) is an inter-governmental programme concerned with the development and promotion of information systems and services in the field of scientific and technological information, documentation, libraries and Archives at the National, Regional and 15
International levels. It's activities, including those directed to the development of UNISIST (Inter-Governmental Programme for Co-operation in the field of Scientific and Technological Information) fall into the following themes:
a) Promotion of the formulation of information policies and plans;
b) 'Promotion and dissemination of methods, norms and standards for information handling;
c) Contribution to the development of information infrastructures;
d) Contribution to the development of specialised information systems;
e) Promotion of the training and education of information specialists and users.
1.1) The Organisation:
a) General Conference The supreme governing body of the organisation, the Conference meets in ordinary session once in two years and is composed of representatives of the member states.
b) Executive Board - The Board, comprising 51 members, prepares the programme to be submitted to the conference and supervises its execution, it meets twice or sometimes three times a year.
c) An international secretariat headed by the Director General, carries out day to day work of the organisation and the execution of the programmE In most member states, National Commission act as liaison groups between UNESCO and the educational, scientific and cultural life of their own countrie< 16
CHAPTER - 3
3. INDIA and LIBRARIES.
India has been the cradle of one of the earliest civilisations of the world. Libraries of today have been developed with the introduction of printing technology and with the advent of European education system in India in 19th Century. In the post-independence era, a major concern of the Central and State Governments has been to give increasing attention to education as a factor vital to the national progress and security. Libraries have always been recognised as necessary appendages of learning. It has been the concern of the Govt of India that a radial programme of developing library and information system would be essential for economic and cultural growth of the country. The availability of information expeditiously and pinpointedly supports all decision-making processes at all levels. Relevant information helps accelerate the pace of national development and therefore, proper utilization of information can improve the quality and life style of a citizen.
3.1 History of Library Movement in India (~~Ei~~!-~~~
~~~i~~~~}
Libraries in some form or other, though not strictly in functional form in the modern sense, existed in India in very old times. Reference is available to the effect that the great Sanskrit poet - scholar BANABHATT, who composed his famous work "Kadambari'' managed the palatial library of the king "Bhoj''. 1 Due to the spread of liberal education all available manusceipts and other graphic materials were procured and arranged for use in almost all seats of learning, particularly in the Indian Universities at Nalanda, Taxila, Kanchi, Sridhanyakataka, Vikramsila and Varanasi (600 B.C}. From the accounts of Yuang Chawang, (Chinese Traveller), who toured India from 673 to 687 A.D. and stayed at Nalanda for ten years, we learn that in the 17
Nalanda University a good library was housed in a building called Ratnadadhi (Ocean of Gems), Ratnasagara (Sea of Gems) Ratnaranjaka(Collection of Gems), which was a nine-storied building consisting of rare manuscripts, the sacred prajnaparamita Sutra and numerous Tantric works. 2
In the middle ages some of the Sultans and Mughal Emperors had also set up royal and pompous libraries. Well known among these libraries were a library set up by the Mughal Emperor Humayun at Agra Fort with Lal Beg as Librarian; and a library established by Akbar with Faizi as Librarian. Among other rulers the names of Maharaja Sawai Man Singh of Jaipur and Maharaja Ranjit Singh of Punjab will be always remembered with veneration in the history of library service in India. Maharaja of Tanjavur, who started Saraswati Mahal Library can also be grouped with them. The Libraries known as Saraswati Bhandars were attached to temples, monasteries educational institutions, palaces and the houses of wealthy and influential people. The private libraries, however, were not thrown open to the public.
------Advent of the British. On the advent of the British in India, with the treasure of knowledge they found in the country, they established the India Office Library in London as early as 1789 and this has grown as the ''largest specialist oriental library in existence''. In August 1835 the first public library was started at Calcutta from private resources. By 1850 public libraries came to be established in the three presidency cities of Bombay, Calcutta and Madras mostly for the benefit of the British residents. Other important libraries set up in ninteenth century are Andrews Library (1850) of Surat; Gaya Public Library (1855) Gaya; Lang Library (1856) of Rajkot, Connemera Public Library (1860) of Madras; Govt Library (1867) of Junagarh, Adyar Library
(1886) of Adya~ Madras; Dahi Laxmi Library (1892) of Nadiad,etc. Libraries of this period were used mostly 18 by the members of the upper class and the elites and the lower starta of the society could not make use of these libraries.3
The year 1903 is important in our public library history because it was on the 30th Jan of that year that the imperial library, Calcutta, now the National Library was opened by Lord Curzon. Special mention may be made of his highness the Maharaja Sayaji Rao Gaikwad of Baroda and Kumar Munindra Dev Rai Mahashay of Bengal, whose single minded devotion kindled the enthusiasm of others in the field and helped to carry the movement forward. The Maharaja Gaikwad invited an American librarian W. A. Borden to build up a network of public libraries system for his state during a short span of three years 1907-10. He even donated his palace library containing 20.000 vols. for this purpose. The Baroda experiment served as a beacon light to lovers of libraries all over the country. There was in Baroda itself Amin Sahib who strove hard to make libraries popular and helped in the setting up of the "Mitra-Mandal Libraries" in Gujurati speaking areas. In Andhra Pradesh it was purely a people's movement which helped the growth of public libraries. In Madras the movement for the establishment of Public Libraries was spread through the efforts of the Madras Library Association which was founded in 1924. A number of village libraries, and even travelling libraries were established during the period. Munindra Dev Ray Mahashay, who formed Bengal Library Association in 1927, and T.C. Dutta also did a lot for promoting and supporting the library movement in the country in general and Bengal in particular. The Committee appointed by the Government under the Chairmanship of A.A.A. Fyzee in Bombay in the year 1939, also contributed to the development of public libraries. The next phase of public library movement began in 1937 when the Congress Party came into power in many provinces. 19
India was fortunate to find in the late Dr. S. R. Ranganathan an undaunted and dynamic leader who, along with many others in the field, vigorously advocated the cause of public libraries. In the third decade of 20th century S. R. Ranganathan appeared on the scene like a radiant luminary. Since 1946, Dr Ranganathan had been crying hoarse for the establishment of a National Central Library as an apex of the library system required for our country. He gave a picture of an entire library structure of our country in a Book entitled ''National Library System : a plan for India".4 A Model Library Act drafted by Dr Ranganathan, was presented to the All Asia Educational Conference, which was convened at Banaras in 1930. This Act provided for the "Establishment and Maintenance of a system of public libraries and for the Comprehensive development and organisation of City, rural and other classes of library service in the State:5 Munindra Dev Rai Mahashay of Bengal, a great library enthusiast, was impressed with the Model Library Act and tried hard to introduce the library bill in the Bengal Legislature in 1931. Though Dr Ranganathan worked in the libraries of Academic institutions, owing to his efforts the Governments of four Indian States viz. Madras (Tamil Nadu), Andhra Pradesh, Mysore (Karnataka) and Maharashtra passed and enacted library legislation in their states. Prof Ranganathan is remembered for being the very soul,inspirer, builder and the crowning glory of the movement not only of the Madras State but of the entire country. His immortal achievement lies in ultimate generating the rythme of public library service through ligislation for countless millions in South India by his untiring efforts through Public Library Bills. Political Map of India India. the seventh largest nation in the world. is a Sovereign Democratic Republic with a Parliamentary system of Government. Administratively. it comprises twenty-five States and seven centrally administered Union Territories.
'\. JAMMU / e &KASHMIR ~ Srinogar ecapital
./ / /'-·--· i•...., RAJI'STHAN l.
BAY OF MI'.BIAN BENGAL SEA
Ro • LAK.SHf\DWEEP ANDAMJ~ .... &NICO~ ISLANDS Port Bloir Kavorott1 • ••••
INDIAN OCEMI
~. States With Library Legislation 20
3-3 LIBRARY LEGISLATION IN INDIA.
Till date Eight Indian States have passed and enacted lib~a~y legislation out of 25 States. These a~e -
Tamilnadu, Andh~a P~adesh, Ka~nataka, Maha~asht~a, West
Bengal, Manipu~, Ke~ala and Ha~yana. Of the eight States which have passed lib~a~y enactment, th~ee States - Tamilnadu, Andhra Pradesh, and Mysore (now Karnataka) provide an integrated public library system supported by library Cess (tax) and at least a matching grant from the State Coffers. The Cess is in the form of a surcharge on some local taxes, such as property and house taxes. Mysore extends it to
Oct~oi duty, duty on vehicles, professional tax and land revenue. The rate of Cess for every rupee in the tax so levied varies from State to State. It is 6 pies in Tamilnadu, 4 - 8 paisa in Andhra Pradesh, and 3 - 6 paisa in Myso~e. Manipur, Kerala and Haryana have enacted the law very ~ecently.
The acts and rules framed by the above states provide for a state lib~ary committe of an advisory nature and for local library authorities for each of the dist~icts and cities. They also provide for a director of Public libraries in each state.
These Public Lib~ary Acts like the Public Libraries and Museums Act for England and Wales, 1850, are weak and permissive in nature. They are the product of a few enthusiasts rather than of a demanding public. The library Cess which was deemed to be the panacea for all library ills, has proved a disillusion. It is merger and is hardly able to support an efficient library service. The price index has risen many fold since it was initiated. There is also no provision in the Acts for finding place in the integrated system for subscription libraries, some of which are rendering commendable service despite heavy odds against them. The greatest challenge a library system faces is from its users, because of their lack of literacy, a long 21 standing tradition of oral communication, and undeveloped reading habits. Inspite of this, the public library movement is on the march in India. The States of Uttar Pradesh, Madhya Pradesh, Orissa and Punjab are proposing to adopt library legislation.
3.4 LIBRARY AND INFORMATION SCIENCE EDUCATION IN INDIA.
3.4-1 ?re-Independence Period.
The first formal library training course in India was started in 1911 by W.A Borden, an American Librarian, a student of Melvil Dewey, who was appoined Director of the State Library Department in Baroda State6 . In 1915, another American Mr Asha Don Dickinson who joined as Librarian in the University of Punjab, started 25 Lecture Courses of three months duration. Another library school in the chain was started by Andhra Desha Library Association in 1920 at the Rama Mohan Granthalaya in Vijayawada7. The Madras Library Association established an Annual Summer Course in librarianship in 1929 through the efforts of Dr Ranganathan. In 1935, Khan Bahadur Asadullah Khan, started a full time regular Diploma Course in Library Science at the Imperial Library, Calcutta (now the National Library), where he was librarian for nearly two decades. A regular Certificate Course was started by the Bengal Library Association in 1937.
In 1937 the Madras Course was converted into a full-time Post-Graduate Diploma Course of one year duration and on that pattern four more Universities started Diploma Course viz - Banaras Hindu University, Bombay, Calcutta and Delhi in 1941, 1944, 1946 and 1947 respectively8 .
After independence there has been considerable development in education in librarianship in India. During the 1950's 22 five more schools were added and eighteen schools were founded in the 1960's. The year 1987 was a Golden Jubilee year for Library Education in India. Within these 50 years the seed planted by Or Ranganathan had grown like a big banyan tree. At present in India, there are about 75 Universities offering various levels of (B.Lib.Sc. & B.L.I.S) library educations courses. Out of these about 45 offer M.L.I.S. Degree Courses and more than 25 Ph.D. programmes. The increased bias towards information science/documentation is reflected in the nomenclature of the departments and degrees awarded such as Department of library and information science (Delhi), Master of library science and Documentation (Jaipur),etc. In addition to this, Documentation Research Training Centre (DRTC), Bangalore, INDIAN National Scientific Documentation Centre (INSDOC), Delhi, imparting training in documentation, Reprography, techniques and application of computers to libraries and specialized information techniques.
Library education is at the cross-road in India these days. Many conferences and seminars have been organised to solve problems of professional training. These conferences, no doubt, have brought significant changes, still much remains to be done for the improvement of curricula, teaching methods, research potentials etc.
The Imperial Library was opened in 1903 by Lord Curzon and in 1948 it was shifted from the down town, cramped location to the present spacious context at Belvedere, once a winter residence of the Viceroys of India.
The National Library of India has a total holding of about 24. 191, 875 books of which 3.067,315 are in the Indian languages9. There are nearly 3.000 manuscripts of great value and some 75,000 maps. There are about 15,300 current periodicals received in the library. It is 23
a repository under the National Legislation for all printed material in the country and, as such, is the place for a monumental collection of Indian official publications from the early British days to the present. The United Nations and League of Nations publications and the United States and foreign government publications together exceed 3.055,895. Nearly 1200 readers per day use the library.
The National Library burgeoned so quickly that it was necessary to have a multistoried annex which contains a well planned, airconditioned, rare books and Regional language books. After nearly 25 years of functioning in its new location, the library was reviewed by the Govt. of India through a high-power Committee, whose recommenda- tions for its future growth have been accepted. As a result, the following basic functions have been devolved upon the library:
1. Acquisition and Conservation of all significant national production of printed material to the exclusion only of ephemera.
2. Collection of printed material concerning the country,no matter where this is published, and as a corollary, the acquisition of a photographic record of such material that is not available within the country.
3. Acquisition and conservation of manuscripts of of national importance.
4. Planned acquisition of foreign material required by the country.
5. Rendering of bibliographical and documentation services of current and retrospective material, both general and specialized. (This implies the responsibility to produce current national 24
bibliography and retrospective bibliographies on various aspects of the country.
6. Acting as a referral centre purveying full and accurate knowledge of all sources of bibliographical information and participation in international bibliographical activities.
7. Provision of photocopying and reprographic services.
8. Acting as the Centre for international book exchange and international loan.
The National Library, is yet to take up the leading role as the apex of the library system of the country. One of the major problems this library has been facing over the last two decades is the acute shortage of space, which in turn has seriously affected its services. During the 8th plan period (1990-95), the whole library process shall be fully automated. National libraries (eg Asiatic Society, Calcutta, M.S.Saraswatimahal Library, Tanjavur,Rampur Raja Library, Khudabux Oriental Public Library, Patna, National Medical Library, Delhi) need to be developed and managed on modern approaches.
There are 179 University level institutions and over 8,348 Colleges with over 2,25,000 faculty staff and over 40 lakh students (inclusive of 40,000 research scholars 10 and 3.5 lakh post Graduate Students) . Teaching and research in Universities centre around their libraries. College libraries functioning under the jurisdiction of Universities do not get much support from the parent body nor is there any standard pattern of co-ordination in sharing the resources of the cluster of these libraries. Additionally, some of the Universities have departmental libraries, which may or may not be part of the Central 25
library complex. In 1953 the University Grants Commission (UGC) was established to oversee the development and financing of university and college libraries. Since then, over 50 universities and hundreds of college have been provided with modern library buildings, some of which are centrally air-conditioned.
Most university libraries do not extend their services to a wider section of community down to the village level,the Karnataka University library proving to be an exception in this case. The library facilities in the majority of the colleges in India are very unsatisfactory, inspite of the liberal grants provided to the colleges by the U.G.C. for purchasing books, journals, and equipments, for setting up the text book banks, and for appointing the staff. Generally, learning has been identified with class-room instruction and hence the libraries have mostly been ignored or alienated from the mainstream of education. Students go to the library mainly for recreational reading. As a result, the major book stock of the college library remains idle. The books recommended for reference are never consulted. The attitude of the majority college teachers towards the library is n6t very encouraging also.
Today, the majority of the university libraries have a fair and sizeable document collection and good physical facilities in terms of building, furniture and equipment. However, an enormous increase in the number of publications and at the same time a rapid escalation in the cost of books and journals have forced a large number of libraries to acquire lesser and lesser number of items every year, thereby unable to keep their collection up to date. The
minimum expenditure of Rs. 25.00 and Rs 300, OO.S_~o_m_<:_t:_':_i_n_g !£_!~~-~!!~~!_!~~!_!~~-~~~~~-£!_!~~-~~E~~-~~~-~~~~-~~bj_~~~3~~ considerable change over the period covered in this study. As a rough guide the value in November 1973 was 7,28 rupees equivalent to US $ 1 dollar. In August, 1991 the figure was ------Rs 25.84 to the $1 US dollar ( Rs.43.20 to the £ 1 Sterling pour ------26
for each student and teacher respectively (being a norm established in the fifties and that needs revision) is not being provided for in the book budget of University Libraries. More than 50% of the total number of Universities receive less than Rs 10 lakhs and 25% receive Rs10 - 20 lakhs 11 and the remaining 25% libraries well over Rs 25 lakhs . By and large, university libraries mostly offer lending services. The other burning problem is lack of properly paid and willing workers. This is largely due to low scales of pay and low status of university library staff, whose parity with their academic counterparts has been a matter of debate for quite some time now. The professional staff of the university library does not enjoy the faculty status unless they formally teach. The immediate cause of the poor image of many university libraries in India lies in - (i) inadequate funds, (ii) irrational acquisition programmes, (iii) old fashioned readers services, (iv) low pay scales and second rate status to library staff, (v) little or no co-ordination among various units of the 12 library and (vi) lack of dynamic leadership
The school library in India is a badly neglected area. The new Education Policy (1986), therefore has strongly urged to develop school libraries. Operation Blackboard is one of its recommendations under which there will be a small book collection of 200 titles in every primary school of the country. This job is now in progr-ess.
The efforts of Lord Curzon, Sayaji Rao Gaikwad Munindra Dev Ray Mahashay, W. C. Borden, A Dickinson and the Library Associations in Andhra Pradesh, West Bengal and Madras deserve special mention during the period of library services in India.
''Public Library" as understood in the West (meaning, unfettered service to all, free of cost) has an altogether 27 different connotation in India. It denotes any library which permits its material to be used by the public with or without paying a fee. There are libraries set up and sponsored and/or supported by Government, including local bodies. Private individuals and organisations have established libraries, some of which receive aid from government. These ~ibraries are "subscription" libraries.
Since independence, a definite structure of public libraries has emerged. At the apex are the national libraries: one atCalcutta, and three more of its kind yet to emerge. Besides, there are three copyright libraries, viz - Central Library, Bombay, Connemera Public Library, Madras and Delhi Public Library, including National Library, Calcutta.
India is comprised of 25 States and 7 union territories. Though the structure of public libraries varies from State to State, most of them have a State Central Library. Every State is further divided into districts and blocks comprising 100 or 80 villages, cities and towns. In some States, there are intermediate units such as regions, divisions, tehasils, talukas, and pettas. Some of these units have corresponding public libraries. There are also branch libraries, delivery stations and travelling libraries. In addition, there are innumerable subscription libraries, run by private organisations in urban and rural areas 13 .
Looking at the overall number of public libraries in India, we find that 15 out of 25 States (60 per cent) have· central libraries; 291 out of about 400 districts (73 per cent have district cental libraries; 1,798 development blocks out of 5,027 blocks (36 percent) hav~ village libraries and 1,280 towns out of 2,643 (48 per cent) have town libraries. Out of 29 metropolitan cities, of which four (14 per cent) Madras, and Delhi have city public library systems with 14 branches and deposit centres . 28
It is estimated that only about 20 per cent of the literate population has access to the public library system. Thus we have much leeway to make up in the development of public libraries in the country.
The Five Year Plans have doled out funds for constructing some state and district Central Libraries but most of the public libraries hardly have the proper atmosphere, building, furniture, and fittings which are prerequisites for efficient functioning. There is no uniform standard of service, nor are the services of the existing public libraries evenly spread over the states. Only a small fractions of the persons employed by these public libraries are technically qualified. In general, the state central libraries, the district central libraries, and other units of library service function in complete isolation from one another; and except for a few they cater to the local needs of the towns or cities where they are located.
Production of books, which is the major source from which libraries draw their supplies, is also very low in the country. According to the survey conducted by the working group on libraries in 1963-64, there was only one book available in public libraries for every ninety-eight persons; and for every thousand persons in the country only one was registered at a public library as a borrower; and for every sixty-three persons in India, one book was borrowed in a year. Free access to books is allowed for consultation, but securities and subscriptions are required for borrowing books in many libraries.
The Constitution of India delegates certain powers to the States. Accordingly, the public libraries are the responsibility of States. However, the National Planning Commission administers all finances available for development purposes. The interest of the Central Govern- ment in public libraries is evidenced by the three 29
Committees K. P. Sinha Advisory Committee for Libraries (1957), Committee on Plan Projects (1963) and the Working Group on Libraries (1964), it has appointed in this respect and the increasing quootdty of money it has provided through 15 Five Year Plans . Until recently, there was no general structure of library service to co-ordinate the activities of libraries at the national level as there is in the United Kingdom. Raja Ram Mohan Ray library Foundation, established in 1972, has been engaged in the promotion of public library services and popularising the reading habits among the people in the country has also expanded by implementing nine various schemes of matching and non matching assistance in order to improve nation wide public library services. Only two States have separate directorates of libraries, but in other states public libraries are mostly supervised by the Directorate/Department of Education/ Culture/Social Welfare department or department of Public Relations.
3.8 SPECIAL LIBRARIES AND INFORMATION CENTRES.
Special Libraries/Information Centres are an important source ~f data collection and a good number of them have already been working in the country. Special libraries are known to be better developed as compared to the other types of libraries. Over the years, since independence, the establishment of a number of R & D organisations, centres for advanced learning, research societies and institutions in all branches of knowledge, together with
an incr~ase in the growth of large industrial and commercial organisations have helped special libraries to grow both in number and in size. It is estimated that there are nearly 2000 - 2500 special libraries that now exist in the country. There are about 1,000 libraries attached to scientific establishments, 500 to social science research institutes, 133 university libraries and 600 government departmental libraries. In the present 30
stage of development of special libraries, the need for networking and resource - sharing seems to be permanent. Towards this end, computer application is a better way. Science and technology libraries are far more developed than others. An average science and technology library may have a stock of 30,000 - 35,000 vols, add about 400 - 500 volumes per year and receive 250 - 300 Current
periodicals. Its average annual book budget is Rs 5 lak~s (based on 1987 - 88 figures) and almost 70% of the same is spent on periodical subscription. There are about 633 medical libraries and 100 libraries of different sizes with 16 varying scope in the field of agriculture in the country The ICAR (Indian Council of Agricultural Research) library was established in 1930 to cater to the needs of the people for proper information. Most of the medical libraries provide with conventional lending and reference services whereas agricultural libraries are highly active in maintaining large bibliographical data base on Cards as well as in producing current awareness lists, etc.
The origin and growth of special libraries in social sciences are closely linked with the development of teaching and research organizations as seen from the beginning of the 19th century.
------INFORMATION CENTRES-
India, among developing countries in the Asian region has very good libraries and documentation centres. The few prominent in social sciences are:
1. National Social Science Documentation Centre (NASSDOC), New Delhi;
2. Centre on Rural Documentation, Hyderabad;
3. National Documentation Centre on Mass Communication, New Delhi; 31
4. Centre for Development and Instructional Technology, New Delhi;
5. ICSSR Data Archives, New Delhi;
6. Centre on Policy Modelling, Pune.
There are a few major Bibliographical and Information Centres covering various subjects, viz.
1. Indian National Scientific Documentation Centre, New Delhi;
2. Agricultural Research Information Centre, New Delhi;
3. Bhaba Atomic Research Centre Library, Bombay;
4. Central Food Technology Research Institute Library, Mysore;
5. Defence Scientific Information and Documentation Centre, New Delhi;
6. Indian Agricultural Research Institute Library, New Delhi;
7. National AeronauticsLibrary, Hyderabad;
8. National Medical Library, New Delhi;
9. National Science Library, New Delhi;
10. Small Enterprises National Documentation Centre, Hyderabad;
11. NISSAT Sectoral Centres, New Delhi;
12. Tata Energy Research Centre, New Delhi;
13. National Documentation Centre for Health and Family Welfare, New Delhi.
The libraries/documentation centres/data archives, within their discipline fields, undertake bibliographic control of published/unpublished literature, compile inventories of research (completed and in progress) and research 32 information centres, and preserve statistical data for secondary analysis etc. The services include reference, referral, document delivery, and transla tion. These also provide access to foreign data bases like AGRIS, DEVSIS, INIS, MEDLINE, etc., either off line or on line through information systems like DIALOG, ESA/ IRS, ORBIT etc.
To provide integrated information services, networking of information centres has also been undertaken under NISSAT programme since 1977. The system has six mission oriented sectoral information centres: Food, Drugs, Pharmaceuticals, leather, machine tools, Textiles and Crystallography. 33
CHAPTER - 4
4.1 Organisational Devices Facilitating Programme Formulation and Implementation.
The complex tasks of programme making requires the deployment of a wide variety of operational methods. UNESCO's rules of procedure provide for conferences, seminars, symposia, meeting of invited specialists, and other subsidiary bodies, serving as a multitiered system of communication and consultation. Much of the organisa tion's work is carried out through these bodies. They proved to be effective as a means for enlisting the interest of governments and professional groups in projected programmes, forging consensuses, setting priorities, and promoting the goals and objectives of UNESCO in general. In a regional setting, conferences and seminars have been used as the main vehicles of co-ordination and evaluation of fielded projects.
In library related programme areas, the organisation has frequently also resorted to smaller scale functional organisations, such as round tables, working parties and groups to focus on tasks of a technical character. They were created on an adhoc basis and had no constitutional status.
A few data will illustrate the scope of these activities.
In the field of librarianship, docu~entation and archives alone, UNESCO has convened, or assisted financially in the covening of 295 conferences and meetings between 1948 - 1972. This figure includes the meetings of the international advisory committees. 34
A tabulation of these conferences and meetings shows certain areas of concentration. It also indicates certain shifts of emphasis since 1967 when the previous Library Division was elevated to the department rank.
TABLE - 1
CONFERENCES AND MEETINGS RELATED TO LIBRARIANSHIP, DOCUMENTATION AND ARCHIVES CONVENED OR FINANCED BY UNESCO BETWEEN 1948 - 1971 (1st 25 years)
1------~------l-TOPIC 1948-66 1967- 71 Total ~---=====------======--======---=====--~ ~Scientific documentation 55 19 74 HBibliography 30 03 33 ~Library development in general 12 14 26 Hinternational Cooperation 16 09 25 HArchives 11 13 24 ~World Science Information System (UNISIST) 20 20 Abstracting 13 01 14 Copyright 08 05 13 Adult Education 04 06 10 Publishing & Distribution of Books 1 08 09 Public Libraries 06 06 HBraille & Services to the blind 06 06 [Information & Science(Automation) 03 01 04 I University Libraries 02 01 03 H 11
Standardization 02 01 03 11 School Libraries 01 02 03 H Space Communication 00 03 03 National Libraries 02 02 [[Music Libraries 02 02 [Library Education & Training 01 01 02 Cataloguing 02 02 Audiovisual Service 02 02 Others 03 06 09
HTotal 182 113 295 ===------=------=------===------H 35
These figures are derived from conferences, seminars, and other meetings referred to in the following issues of the UNESCO Bulletin for Libraries:- 20 (September- October,1966); 157- 275; 21 (May- June, 1967): 131-132; 25 (May- June, 1971): 136-138; 25 (November- December, 1971): 330-331.
The table indicates that between 1946 1971 there was an average of at least one conference or meeting a month, involving UNESCO's library programme.
There was always a strong concern for problems of scientific documentation. This concern was augmented after 1967, when UNISIST, a project to create a World Science Information System, was launched. There are signs that, the trend will continue with UNESCO's efforts to cope with the complex problems of information management and world wide access to scientific literature.
The decline in conferences on bibliography, after a strong initial thrust, reflects the view that in the final analysis all bibliographic matters must become subsidiary to UNISIST.3
The data also point to a shift from individual public library projects as models for service to the planning of a national integrated library systems. The emphasis moved to the legislative, budgetary and structural aspects of the problem. The inventory of conferences highlights certain priority areas, but by no means tells the whole story. Some of the issues which received considerable attention are barely reflected in the table. Library education is a case of point.
While conferences and other forums provided UNESCO with regiona and intercontinental platforms, at the same time they have enhanced communication and interaction among libraries across national frontiers and continents. Thus, they were instrumenta in engendering a sense of common purpose and fellowship among them4. 36
There is evidence that library matters were given considerable attention right from UNESCO's inception. Implicit reference was made to libraries at the London Conference where the organisation was urged to establish close working relationshipf with the various adult education agencies - libraries being considered among such agencies5.
In the opinion of some, however, this attention was not effective as it might have been in the early stages due to the placement of the library division in the Department of Cultural Activities, apart from education and mass- communication. This may have seemed justified on traditional grounds - librarianship was usually considered as specifically related to literature - but it had rather unfortunate consequences in that other programmes sectors within the Secretariat (especially Natural Sciences and Education) set up their own documentation units with much wasteful duplicatior and imperfect co-ordination. Several attempts have been made later to remedy this situation, showing the Secretariate's perpetual conceptual difficulties in filling libraries into an organisation structured along traditional disciplinary subject areas.
One indication of the importance of UNESCO has attached to libraries was the fact that the first periodical issued by the agency was the "l!!i§~~2-~~ll.!:!.!.!!_!£E_.!e.!.£E~E.!..!:§.• a bi-monthly organ which began publication on April 1947, barely months after the Secretariate was organised, staffed; and its headquarters set up in PARIS. By the time the Director General was drafting his first report in the fall of 1947,the Bulletin had reached 6,500 libraries and institutions, thus establishing contact with libraries all over the world~.
In his first survey of UNESCO's activities in 1947, its first full year of operation, the first Director General, the late Julian Huxley, was able to report on a wide range of library 37 related activities already began by the organisation. They encompassed efforts to reconstruct libraries devas tated by the war, the collecting, exchanging and distri buting of books and periodicals on a world wide scale, a concern for library education, the drafting of a multilin gual dictionary for librarianship, bibliographic services, international book lending, the book coupon scheme, abstracting services and documentary reproduction and archives7 .
And, for 10 years out of the first twentyfive, two of the organisation's Chief Executives were from the library field: one was a library specialist and the other was a professional librarian.
The first, Jaine Torres Bodet, was the former Mexican Minister of Foreign Affairs, who had a strong record of library development in his country. In 1920-21 he had been the Chief of the department of public libraries in the Ministry of Public Education. Later, as a Minister of Education, he came to world attention for his campaign against illiteracy. He was Huxley's successor and remained at the helm of UNESCO from 1949 to 1952.
The other librarian- statesman to occupy the post of UNESCO's Director-General was Luther H. Evans, a former librarian of Congress of USA. Evans served as UNESCO's Chief Executive Officer, from 1953-1958. He had a successful and distinguished library career at the library of Congress spanning over fifteen years, first as Chief of References Services, then as Chief Assistant Librarian, and from 1945 as Librarian of Congress. With an academic background in political science, Evans was a student of the League of Nations, and was able to bring to his job highly specialized knowledge of librarianship, combined with an understanding of complexities inherent in the functioning of an inter 8 national organisation . During his tenure as Director General, library matters received particularly sympathetic consideratic 38
4.3 !~~-!~!!~~~~~-~!-~~~E~Ei~~~-~~-Q~§~2Q_~~~~~~~~ ~~~i~~~
UNESCO's Constitution limits official delegations to q the general Conference to five members per member State .• Delegations from the more developed countries, however, usually included almost as many alternates as representatives, along with an indeterminate number of advisors, experts and auxilary staff.
The number of librarians among these delegations has been relatively small. For one thing, a large part of UNESCO
membership, and an important part in UNESCO ter~s, consisted of countries with virtually no library services, or with services limited to academic bodies rather than the public. This was a handicap to programme design for library develop ment because the more advanced countries had little experience in the kind of library service appropriate to technologically less sophisticated societies. There was a tendency among some simply to impose the American pattern universally. This was often incorrect policy.
Even among advanced countries, there was no consistent pattern of librarians being members of the delegations, since some national delegations always comprise librarians, while others, despite strong library infrastructure at home, did not seem ever to have included them. One reason for so few librarians being included in the national delegation to the General Conference was the cost in time and money that such membership would entail. Few librarians in executive positions and teaching members of library schools can be furloughed for the six to eight weeks required. Thus, national delegations would have a high contingent of ' government officials, ministers of Foreign Affairs and education, legislators, ambassadors, officers of scientific academies, chancellors of universities and the like. 39
The relative scarcity of librarians among delegates necessarily restricted the pool of professionals and experts from among whom specialized sub-committes and working parties, mandated to deal with libraries and library related matters and programmes, could draw their members. An attempt to rectify this situation by a resolution, introduced to the second session of the General Conference, urging governments to give librarianship fuller representation, proved to be too controversial and was ultimately withdrawn 10 . The issue surfaced again at the 61st 11 session of the Executive Board .
Librarians were not entirely absent from General Conferences. Several eminent librarians played a leading role, during UNESCO's first twentyfive years, notably Julien Cain, General Administrator of the Bibliotheque Nationale,PARIS, France, who had attended almost every session of the General Conference either as a Chairman of the French delegation or as observer for IFLA. Pierre Bourgeois, Director of the Swiss National Library and Harold Tretevaas, Director of the Norwegian Royal Library, have often lead their respective national delegations and given prolonged service to UNESCO. For many years the Hungarian delegation regularly included Magda Joboru, Director of the Hungarian National Library, Prebenkirkegaand of Denmark, Principal of the Royal School of Librarianship, Copenhagen, was appointed several times to represent his country at sessions of the General Conference.
The Chairman of the American delegation to the preparatory conference in London in 1945 was Archibald Macleish, Librarian of Congress from 1939 - 1944. Macleish was an influential member of UNESCO's initial legislative assemblies, and was also elected to the Executive Board. He was more the international cultural statesman than agent strict of library interests. 40
Carl H Milam, Executive Secretary of the American Library Association, served on the libraries and Museum's Sub-Commission where, together with Julien Cain, he was one of the architects of the initial policies and programmes of UNESCO in the field of 12 libraries . But even more than the attendance at the General Conference of some eminent librarians, the interests of the profession generally found expression in UNESCO indirectly through the Channels of Communi cation between the members of delegation and the librarians "back home". The members of delegation were, after all, academicians, or university educated people themselves, aware of the contribution of libraries.
It can be concluded that UNESCO represented a more advanced form of organisation than the league of Nation's Committee on Intellectual Co-operation. It was much better equipped than its predecessor to espouse and promote library causes.
In assessing the evolution of UNESCO Library programmes, we must look at the philosophy of the organisation as a whole: to harness the arts and sciences in the service of peace, security and international understanding. The magnitude of the problems facing the organisation and the painfully limited resources at its disposal have made for a constant and organising search fo~ priorities. To avoid fragmentation of effort and dissipation of resources, the Secretariat has consistently tried to formulate unifying themes around which to organise its many projects. It was unavoidable that some fragmentation should exist due to the tension between the UNESCO's desire and determination to advance the substantive aspects of librarianship and information science, on the one hand, and its obligation to render financial and technical aid where it was most desperately needed, on the other. 41
Responding to the universal trauma of World War II and the subsequent division of the world into ideological camps, UNESCO defined its first mission to be the education of the masses of mankind in the spirit of international understanding and cooperation. This task implied three requisites: Literacy, free access to knowledge, and the presence of the technical and intellectual means of communication. Its library programme was conceived of as supportive of this mission.
4.5 ~!!~E!~-~~-E~~~~!-~!_!~~-l~~~~!~!~-~~~~~-~!-~~~E~E ------States.
UNESCQ directed its earliest efforts after the war to the reconstruction of libraries in devastated areas of Europe. The PARIS headquarters served as a clearing house for the collection and distribution of large quantities of free materials destined to needy libraries all over the continent. In the emerging countries, the task of developing a book industry of necessity preceded the establishment of libraries. Here, UNESCO felt a pressing need for its assistance in overcoming the obstacles of wide spread illiteracy, the multitude of vernacular languages, the paucity of writers and translators, the lack of managerial and technical competencies and the scarcity of money for royalities and book imports.
In addition, one of the most urgent problems throughout the world in the post war period was the condition of the international monetary situation. Lack of an adequate supply of hard currencies made it impossible for libraries in many countries to purchase books and periodicals abroad, especially from the United States and other western markets. To remedy the situation, UNESCO launched the Book Coupon Scheme in 1948, creating a virtual international cultural currency which enabled libraries everywhere to pay for foreign acquisitions in the currency of their own countries13. 42
UNESCO assigned the public library an important place in the drive against illiteracy. It setforth its philosophical position on this matter in a manifesto, I~~-f~£li£_~i£~~~l~ ~-~i~i~~-E£~£~_f£~_f££~!~~-§~~£~!i£~:4 In it the traditional role of the public library was expanded to include functions in the service of fundamental 1 education 5. This term as used means teaching illiterates to read and write and fostering these newly gained skills for the purpose of imparting information to improve living conditions.
In a resolution of the General Conference in 1949, UNESCO described the public library as the "Centre for popular education and for the growth of international understanding•16. The same General Conference decided to create such an institution in one of the member states for the purpose of demonstrating its effectiveness, especially for persons who have just learned to read and write17.
As a preliminary to this project, a seminar was held in Malmo, Sweden, from July 22 to August 19, 1950. Its proceedings appeared in the ~~§~~Q_f~£li£_~i£~~~l-~~~~~l~ Series, under the title ~i£~~~i~~-i~-~~~l!_~~~-E~~~~~~~!~l 18 Education The Malmo Seminar inaugurated a two stage global strategy for the development of public library services. In the first stage, the time table involved the convocation of a series of seminars to mobilize forces for the implementation of the second stage, the establishment of a pilot public library on each continent to demonstrate its possibilities as a cultural agency.
The idea appealed to the Indian government. Interested in eliminating illiteracy in the Country, it accepted UNESCO's proposal to set up jointly in Delhi the first pilot project public library to serve as model, as well as centre for experimentation. The organisation envisaged that here the 43 concept of the public library as a centre for a fundamental education system would be studied and tested. Edward Sydney and Frank M Gardner, two prominent British Public Librarians, deputed by UNESCO, were engaged to act as consultants for the project in the initial period. Once the project is established, the library was directed and manned by indigenous staff.
UNESCO made it a policy to review the achievements of the pilot project libraries after a few years' operation. This was done through regional seminars, conferences or meetings of experts where survey findings were discussed, usually in connection with plans for additional public library services. Four years after the Delhi Public Library Pilot Project opened its doors, an evaluation was made of its accomplishments with the findings that as far as meeting the deeply felt needs of its constituency was concerned it was an overall success, but in its function as a dynamic instrument in the drive against illiteracy, the project's performance fell below expectations19.
Even so, the Delhi Pilot Project Library was followed by one in Madellin, Colombia, which began operation in 1954. Two were set up in Africa: one in Enugu, Eastern Nigeria, in 1959 and the other in Abidjan, Capital of the French speaking Ivory Coast, in 1963. Demonstration school libraries were also organised as pilot projects in several parts of the world.
In the early 1960's there were challenging new developments in the world that necessitated a reformulation of the UNESCO programme. Scores of former colonial countries were gaining independence and becoming members of the United Nations as sovereign states. Confronted with urgent developmental tasks of staggering proportions, these countries had to rely on the United Nations and its subsidiary organs for assistance. 44
It was in response to these needs that UNESCO became strongly committed to the under developed world.
In terms of libraries this commitment raised new questions. The earlier orientation concentrating on how to adapt public and school libraries to the purposes of fundamental education was meaningless in countries where such institutions did not exist.
Addressing itself to this problem, the organisation had already established a book production centre in Karachi, Pakistan, in 1958, to generate library materials for use in Asian countries. This later became a centre for documentation and research on problems of book development in Asia20.
Later on, attention turned to Africa and the Arab States, where the most urgent task was to design ways of building a 21 body of reading materials in vernacular languages Thus, the promotion of book publishing in developing countries ran parallel with the concern for the advancement of libraries.
4.8 ~~!1~!g~-~~!~g~!!!~_~g~-I~~~g~1~~!~~1_Q~~~~~g~~~!~g_ ------Centres.
UNESCO has been instrumental in creating a number of regional scientific and technological documentation centres in different parts of the world. These centres have been described as specialized agencies with a selected stock of pertinent books, periodicals, reports, and other forms of literary products. In addition to performing library functions, these centres were equipped to generate a variety of subject bibliographies, prepare abstracts, transtlate articles and papers, provide indexes to the materials they processed and stored at the centre, and reproduce such materials on demand at a low price. Most UNESCO established documentation centres have also been responsible for the compilation and publication of bibliographical organs of the scienftific and technical literature produced in the country or countries they serve 22 45
Funds for these Centres were provided from allocations through the United Nations Technical Assistance Programme, and occasionally from the United Nation's Special Fund. As a rule, participating governments provided the building, furniture and the salaries of native employees. UNESCO's contribution consisted of sending to the country an international team of at least four experts. The team's assignment ran for five years, during which time the centre was put into operation and local staff trained. Senior members of the local staff completed their training abroad through fellowships received from UNESCO, before taking 2 over the centre from the foreign experts 3.
The centres, ·however, have not been the complete success UNESCO would have wished. Although they were intended to serve a regional grouping of countries, national executi- veness often prevented this. Developing countries may have been more interested in the prestige of locating a regional centre within their frontiers, than with honouring the commitment to build up their library and information services. Nevertheless, there is no doubt 24 the centres had considerable impact in many positive ways .
Other areas where UNESCO has played an important role in world library and information services have been in the preservation of research materials through large scale microfilming projects in the Third World, arrangement for the systematic exchange of government publications, and the ratification and publication of the ~~!~~E~~l
~£EXE!~~!-~£~~~~!!£~ by most major contries. In the wake of UNESCO's co-ordinating efforts, progress has been made toward international standardization of bibliographic description and cataloguing rules. Uniformity of terminology in many areas of the pure and applied sciences has been advanced with UNESCO assistance by means of specialized thesaury mainly through the clearing house activities of two bibliographic research centres, one 46 at Western Reserve University, Cleveland, Ohio, and the other is in WARSAW, Poland. In almost all areas of involvement loomed the problem of professional manpower and the question of library education.
Following the war, it became imperative to assist scientists, scholars, and members of intellectual professions of various countries in re-establishing contacts and exchanges. Revitalising earlier inter- national bibliographic ventures through subsidies was one way of helping bring this about. But it was soon realized that much more had to be done. The post-war situation required a series of new universal subject bibliographies and other increasingly sophisticated tools in order to inventory, organise, and analyse the constantly growing volume of scientific and intellectual production of all nations. Efforts on a greater scale were called for, first to build up national bibliographic infrastructures, then to coordinate their activities, once they were made functional. One of UNESCO's most effective contributions to world bibliography was the International Conference on the Improvement of Bibliographical Services held in Paris from November 7 - 10, 1950. At the instigation of UNESCO and in the wake of the conference, scores of permanent national planning bodies for bibliographical and information services were brought in to existence. These national bodies were responsible for the development and advancement of research in bibliographic methodology. They acted as a clearing house of information and liaison with international agencies25 . Member States were urged to take up the regular publication of a national bibliography to inventory all types of printed materials in an internationally standardized format. 47
The production of a national bibliography was linked with the establishment of a national library, the cause of which was to be greatly advanced in those countries where such institutions did not exist. This, in turn, compelled governments to confront such issues as legal deposit, inter library co-operation, the need for a national bibliographical centre, and organizing central scientific information services. 48
CHAPTER - 5-
------INDIA AND UNESCO:
UNESCO,Initiative - the Development of Libraries, Librarianship, Documentation and Information Services.
India is a founder member of UNESCO and was the first developing country to host the General Conference (9th Session 1956) in Delhi. While discussing India's relations with UNESCO in the field of education,therefore, it is necessary to keep in view the fact that India as a new independent state was interested in an all .round development as a viable nation. After the initial period of interaction between India and UNESCO, that is, say after the year 1950, the Indian attitude to UNESCO's educational role began to assume a more concrete shape, in as much as India highlighted the practical problems of the expansion of education more than the value of spirituality. It was realized that the ability to read and write is a step towards a better life including improved housing, health, agriculture and better nutrition. How to provide free and compulsory. education to all ? This was the basic question uppermost in the minds of the Indian planners. India considered the availability of suitable reading material for the neo-literates to be an essential requirement of the success of the programmes of social or fundamental education. It helps to stimulate the consciousness of human dignity and development and can also serve as basis for the cultural and moral solidarity 1 of the common man . One of the ways in which the neo- literates could get suitable reading material was to establish good public libraries all over the country. 49
5.1 Public Library Pilot Project.(Delhi Public Library).
The Project had its genesis in a resolution of the 4th General Conference of the UNESCO in Paris in September, 1949 which passed th7 following:
The Director General is authorised to "organise in one of the Member States at the request and with the assitance of the Government and as part of a campaign for the spread of fundamental education a pilot project for public libraries, mainly intended for persons who have just learned 2 to read and write•• .
This is an interesting and quite outstanding decision of an international organisation for it establishes the importance, in deed, the necessity of library service, in all those parts of the world where an attempt is being made to reduce illiteracy and improve to and spread education. India accepted the offer through Mr Maulana Azad, the then Education Minister, who was attending that Conference on. the terms and conditions specified by UNESCO. It was decided to invite UNESCO to cooperate with the Ministry of Education in holding the project in India, and in November - December, 1949, Mr E. N. Peterson, Head of the Public Libraries Development Section of the Libraries Division, UNESCO visited Delhi to assist the Ministry to draw up a provisional agreement, so that work on the preparation of the foundations of the experiment could be commenced without delay.
The co-operative nature of the venture is established in this agreement, the Government undertaking to bear the cost of the establishment and maintenance of the library for one year and subsequently to continue financial support in the succeeding year; the selected city Delhi was expected to contribute also and provide a suitable building; and 50
the UNESCO agreed to pay for the visit of a temporary foreign advisory-director; for publicity materials; a six months fellowship for the training abroad of the Indian director - designate; the cost of Mr Peterson's visit and the time of the Secretariat in Paris in organising the project, providing technical advice,etc. 3 .
The General Conference at Florence in May 1950 approved the Indian project and decided to continue its support. On the 22nd May 1951 a new agreement was signed btween the Government and'UNESCO superseding the Agreement of December 2nd, 1949 and covering the four years 1951-1954 inclusive. The agreement decided the project should be known as "The Delhi Public Library, in association with the UNESCO". It made clear the library was to be designed so as to carry out the policy of the UNESCO Public Libraries Manifesto, and was to be conducted as a pilot project during the next four years.
To ensure the availability of adequate finance during the stages of inauguration and development the agreement provides that UNESCO will contribute, subject to approval of the General Conference, a sum of not less than $ 60,000 to the end of 1954, and for its part the Government, subject to parliament will contribute not less than the equivalent of $120,000 in rupees during the same period. To these sums should be added the contribution of the city of Delhi which in 1950-51 and 4 1951-52 amounted to Rs 25,000 per annum .
Staff -
a) Director Designate/Advisory Director: In accordance with the agreement of December 1949 of the award of a six months fellowship by UNESCO to the Indian director designate for training and experience abroao,Mr D. R. Kalia, Librarian of the Central Institute of Education, University of Delhi, was invited to the UNESCO Seminar on "Role of libraries 51 in adult education" held at Malmo, Sweden, July-August, 1950. There he met librarians from many countries and saw some of the best public libraries in Scandinavia before proceeding to Paris, the U.S.A. and the U. K. Mr Edward Sydney, FLA,Borough Librian of Leyton (UK), arrived in December, 1950 to act as an Advisory Director for a period of six months, joined by Kalia in February, 1951 after completing his library training. Mr Sydney left to England in June,1951 on completion of his tenure, and Mr Frank M. Gardner, Borough Librarian, Luton (UK) at the invitation of UNESCO, arrived, Delhi in November, 1951 as UNESCO Consultant.
A part of Dalmia Jain House situated at Queens Road, opposite the Railway Station was acquired by June, 1950.
It was renovated to make it suitable for a publ~c library. The technical and clerical staff were engaged and the library was ready for inauguration.
The Library was inaugurated by the late Pandit Jawaharlal Nehru, the then Prime Minister of India on 27th October,1951 accompanied by the Honourable Maulana Abul Kalam Azad, Minister of Education and a distinguished company of over 1,200 persons.
It~ first aim was to be a model public library, conceived along western lines, offering a free, open access service to all who lived or worked in Delhi. It was to be a living embodiment of UNESCO's 1949 manifesto declaration that the public should open to free use on equal terms to all members of the community, regardless of occupation, creed, class or race". At the same time, it will be a model for all public library development to inspire other areas of India and in countries in ASIA, where similar development of public libraries can be undertaken.
The establishment of a modern public library in a metropolitan city was undoubtedly a land-mark in public 52
library development in India. The Indian public was not used to a public library service, let alone a free one, and it was certainly not used to open access to books. It had open shelves allowing unhindered access to books; it did not insist on a cash security for enrolment and of course, did not charge any fee or subscription from its members.
The library flourished, however, and quickly developed the levels of use and activitiy including the long queues,which have earned it the tag of "The busiest Public Library in Asia" 5 •
The Library started as a modest unitary library. Besides the usual departments viz. the processing department for acquisition and processing of books etc.it had a children's Department specially catering to the needs of juvenile readers, a social education department employing audio visual media for enlightenment and recreation of the Library's public and Extension Services Department for making library service available outside the precincts of the main library through mobile vans and deposit stations. It took the library about a decade to take roots in the cultural life of the city.
The library had its first major break-through during the sixties when it got special funds for expansion of services
under the country's Third Five Year Plan.During this perio~ the library opened four big Branches,started a Braille Section for the blind,commissioned two more mobile vans and opened eight sub-Branches. During the Fourth Five Year Plan the library has opened seven bigger sub-branches including a sports library. The Library has thus grown into a full-fledge' system consisting of a Central Library, an Extension Services through mobile vans with branches and sub-branches.
This was started with four departments, namely lending Department, Children's Department, Social Education 53
Department andExtension Services Department. Today it operates on a vast scale, as a Metropolitan Public Library System attempting to serve the whole of the Union Territory of Delhi, an area of 574 square miles with a population approaching 7 million. The library now has a membership of almost 100,000, annual issues of 2i million, a bookstock of over 869.000 libraries, Zonal and a rural library, 29 branches sub-branches and community libraries, 31 Resettlement Colony libraries, a Braille department and a net work of mobile service stations serving 81 areas including 14 Braille institutes and two hospital libraries, one prisoner's library and 21 deposit stations, and a staff of over 450. At the Central Library alone, 2,000 readers a day use the library's services. The Government of India is now completely financially responsible for the library, and is administered by the Delhi Library Board, an autonomous body established under the Ministry of Human Resource 6 Development .
The core of the Library's Service is the adult lending and reference work. The Reference Department answers a large number of queries received in person, ov~r the 'phone and by post. The Book stock consists of 58% Hindi, 22% in English, and 20% in Urdu and Punjabi, including a sprinkling in Sindhi and Bengali.
Another concept which D P L has introduced to India has been services for specific client groups. Service to children is a priority, and every library has a children's section. The department has a membership ofover 7000 and issues about 126,000 books in a year. The department also arranges a vigorous programme of cultural activites, eg. story hours, group discussions, educational games and T.V. programmes. 54
Adult Literacy - A similar expedient was adopted in the service of neo-literates, an activity with which DPL is charged. Literacy at Independence was around 15%. The major problem is that once people have learned to read, they often lapse back in to illiteracy through lack of nee-literature. To remedy this, DPL sponsored the publication of various pamphlets in Hindi and Urdu. Literacy has now reached 36%.
Social Education Department-
As well as supporting formal education, DPL actively pursues a cultural role. The Social Education Department runs a Gramophone Records Lending Library, from which loans are free. The Current Stock is over 3,600 discs, covering both northern and southern Indian music and some lighter music etc. A music listening room has been set up. The library also organise a full programme of cultural activities, such as study circles, debates, lectures, plays, concerts, exhibitions and film shows. Last year 386 such programmes drew an attendance of 53,754 people. The organisation of such activities by a library service was something wholly new for India7 . BRAILLE DEPARTMENT. Service for the blind has been another of DPL's innovations .. The library has its own Braille transcribing unit, which produces most of the accessions - last year the unit trans cribed 236 of the 386 new Braille Books. There are 7 Braille Deposit Libraries, including one at Delhi University, and a weekly Braille Book Mobile to 14 service points. The • library is now trying to establish a Talking Book Unit, based on cassettes. Meanwhile, postfree postal loans of Braille Books are also available to all members.
Extension Services Department.
This department is responsible for providing library service to areas which are not served by the Central Library or Branches, through mobile vans and a net work of Deposit stations operated in association with other 55 organisations which have the requisite accommodation, furniture and staff for the purpose.
The mobile vans serve some 81 areas, urban and rural once in a week. Since traditional women still often stay at home, this development has been especially useful to women, children and aged people. The mobile libraries have a membership of about 21.000 and issue about 300,000 volumes a year. Two sports libraries have been set up, including one last year at the indoor swimming pool. Another recent initiative has been the setting up (during 1982-84) a series of 31 libraries in Delhi's Resettlement colonies (resulting from shanty town clearance). Prisoners and hospital patients are other client groups served by DPL, with three hospital libraries and one prison currently being covered.
In 1986, the establishment of the "Rural Library on Wheels", a small van has been serving 13 Delhi villages.
A complete new development for the library began in 1981, when DPL was de~ignated India's 4th legal deposit library under the Delivery of Books (Public Libraries) Act of 1954. In 1988-89, 23,120 books were received under the legislation, compared with 5,899 in 1985.
As a demonstration Project - It is known that, preliminary planning for pilot projects inspired by the Delhi experienced is already going ahead in two Asian countries. The experience in establishing the library has also been extremely useful to the organisers of the Government of Colombia - UNESCO Pilot Project for Latin America now successfully operating in Medellin, Colombia. Over the past years, the DPL staff has handled 98 inquiries on matters of detail or general public library policy. Requests for specific assistance have arisen from many of these inquiries one example being assistance in the design of six mobile libraries for Bihar State, which were built in Delhi on similar lines to the Delhi mobile library. Forty-two people, sponsored by the Government of India, States Governments, the Indian Army, the Iraqi Government, and the Government of Afghanistan, have been sent to the library for training 8 periods . Also, the DPL under a contract with UNESCO, undertook a study of the reading interest of new readers which has also been published in the form of a booklet. The report is intended to help writers, publishers, book sellers and librarians in the South Asia.
5.2 SCIENTIFIC AND TECHNICAL DOCUMENTATION.
In a mixed economy like ours in India, where government initiative and private enterprise have created industrial and scientific complexes side by side with fiercely autonomous privileges, the work of a documentalist has very interesting challenges. Documentation service is a two-way activity in which dissemination and feedback are closely interlinked. This means that the tempo of the service is a factor of the intensity of research and developmental activities of the society. Hence, the organisation and functioning of national documentation and information service can best be appreciated against the background of the total research and technological effort of the country as a whole. In a fast-developing country like India, the documentation and information activities need constant observation and planning to sustain the efforts of scientists, research workers, engineers, managers and all other engaged in such activities9.
During the post war period, India initiated a greatly accelerated programme of Scientific and Industrial Research planned to meet the growing needs of the industrial and economic development of the country. As a result of a 57
survey of the available resources by way of equipment and personnel, the government decided to establish many laboratories, higher technological institutions, medical and agricultural research institutions and such other scientific organisations in specialized fields as were not covered by the existing laboratories. Programmes were drawn up for training a large number of scientific personnel abroad.
Many new key industries were started, such as the automobile, fertilisers and heavy chemicals, electronic, machine tool and locomotive. Established industries, such as steel and textile were greatly expanded.
The increasing tempo activities in all spheres requires ready access to information on the latest advances in science and technology. Indiavidual institutions can hardly afford to obtain the very large volume of literature on scientific subjects which is published nor have they the resources to set up their own bibliographic translation and photographic reproduction services.
The foundation of an organisation for the provision of a centralised documentation service. The INSDOC with the generous cooperation of UNESCO is an important step towards meeting this need.
~!~!~EX_~!_!E~_f£~1~~!- Contribution made by the Government of India and outside agencies.
UNESCO had drawn up tentative plans in March 1953, for a national scientific documentation centre. The plan had proposed the provision of US $ 74,000 in capital expenditure and a running expenditure of $376.000; the running expenditure to be shared between the UNESCO and the receiving country. The Government of India approached UNESCO, in May 1950, for technical assistance for the establishment of a bibliographical centre. The request 58
of the government of India received the sympathetic attention of UNESCO, and a memorandum dated September, 1950 was sent to all memebr States enclosing a detailed draft plan. These proposals were considered by the government of India and UNESCO in November, 1950 and were finally accepted with the following budget.
a) Salaries and allowances for three experts as recommended in the draft plan.
b) Equipment $ 24,000.
c) Books and Publications $12,000. 10 d) Study Grants $8.ooo .
The Standing Committee of Parliament attached to the Department of Scientific Research (now renamed Ministry of Science and Technology) approved on March 17, 1951, the proposal for the establishment of the project and recommended grants of Rs 94,500 for the first year, Rs 1,75.000 for the 11 second year and Rs 2,32.000 for the third year
After the approval of the Government of India had been obtained for the establishment of the project, a formal agreement was entered into between UNESCO and Government of India. This was signed on 7th of July, 1951 by Dr. J Torres. Bodet for UNESCO and the late Dr S. S. Bhatnagar for the Government of India.
The National Physical Laboratory offered accommodation and other facilities for the establishment of the centre in New Delhi, in the premises of the laboratory, and the government of India agreed to the proposal; thus the INSDOC (Indian National Scientific Documentation Centre) was established.
The Government constituted a special committee in October 1951, to advise on all matters concerning INSDOC. This committee recommended that the Centre should be 59 alloted the following functions:
1. To receive and retain all scientific periodicals which may be of use to the country;
2. To inform scientists and engineers of ariticles which may be of value to them by issuing a monthly bulletin of abstracts;
3. To answer specific enquiries from information available in the centre;
4. To supply photocopies or translations of articles required by individual workers.
5. To be a national depository for reports of the scientific work of the nation, both published and unpublished; and
6. To be a channel through which the scientific work of the nation is made known and available to the rest of the world.
The head of the UNESCO's Technical Asisstance Mission, Mr J B Reid arrived in India on 14th January 1952. His colleagues, Mr A.L. Gardner and Mr A. Pelletier arrived in India in March 1952 and December 1952 respectively.
The Government of India entrusted the organisation of INSDOC to the Council of Scientific and Industrial Research, who placed it under the administrative control of the Director, National Physical Laboratory.
Information Services.
INSDOC is essentially a service institution. Since inception, it has been offering a number of documentation and information services in response to specific requests from user clientele. The services are being availed of by R & D organisations, universities, industrial establi shments, government departments and individual scientific workers. 60
Document Copy Supply Service.
Scientists and Technologists are often in need of copies of scientific papers and reports which are not readily available to them at their places of work. For this purpose, INSDOC has been offering document copy supply service since its establishment. Some major libraries in the country, such as Delhi University Library, Indian Institute of Science, Bangalore, Indian Institute of Technology, Madras and Delhi have been serving as the main resource library in the operation of this service.
Bibliography and Information Service.
INSDOC will on request compile a list of references of recent papers on any scientific subject. This provides the scientific worker with the means of knowing what has already been published in his field of specialization.
Reprography and printing.
It has a full range of microfilming microfiche and photocopying equipment. The photocopying equipment include a number of units of plain paper, quick copying machines. The reprographic section of the Regional Centre, Bangalore, Calcutta and Madras are also well equiped and has facilities for microfilming, photo copying and slide making.
Translation Service.
INSDOC has a very dynamic translating programme. Facilities for translating from 20 foreign languages are currently available. A liaison with the National Science Foundation of America has given somewhat a spurt to the translation potential of INSDOC. Its capacity in rendering 61 translations from the Russian and European languages is impressive.
Information Dissemination.
The dissemination activities are in the nature of secondary publications, with the exception of Annals of Library Science and documentation which covers primary information. INSDOC "List of Current Scientific Literature" was initiated by INSDOC in 1954 as fortnighly service, covering about 650 periodicals. The biblio graphy of scientific publications of South and South East Asia, was started by INSDOC in 1955, published monthly and covering 300 scientific periodicals published in eight countries of South East Asia. This publication was taken over by UNESCO in 1959.
Indian Science Abstracts.
The Indian Science Abstracts (ISA) started as an abstracting journal in 1965. Its main function is to ensure compre hensive coverage of scientific publications published in India as well as to cover publications of Indian scientists published in foreign periodicals. It covers all scientific primary and review articles, proceedings of conferences and symposia, monographs, theses, patents and other adhoc publications.
Annals of Library Science and Documentation.
It is a quarterly periodical being published by INSDOC since 1952. It is a medium for publishing original contributions in the field of library classification, cataloguing, bibliographical organisation, documentation techniques, mechanical methods of documentation and information retrieval, bibliographical standardization and reprography etc. Over the years, the Annals has earned recognition as a standard professional journal with inter national appeal. 62
Inrormation Retrieval - S D I Service.
The computer based activities of INSDOC had been initiated in early sixties. INSDOC is currently receiving three databases on subscription basis namely, C A Search, INSPEC and COMPENDEX for undertaking SDI services.
~~~!!~1!~~~-~~g~!~!!!~~-Qf_~~E!Q~!~~1~ - INSDOC initiated a project for centralised acquisition of periodicals in 1975. This is not only helps in foreign exchange saving but reduces the extensive labour input in different institutions.
A Manpower Management Information System relating to CSIR Scientists has been completed by INSDOC. Bio-data of about 5,000 CSIR Scientists and engineers have been inputed in the system.
Information Access Tools -
Union Catalogue - INSDOC has undertaken a programme for
compiling a ~~!~~-~~!~1~~~~ of Scientific serials available in the country. Considerable data on serial holdings from more than 750 scientific libraries have been collected. This is a very high degree of reliability and bibliographical standard. ------The Union List of Current Scientific Serials in India was brought out in December 1982. It records 11,511 foreign and 1,892 Indian scientific serials being 12 received in 785 Indian Libraries .
As a step towards bibliographical control of Indian
Scientific literature, INSDOC has brought out the Q!E~~!~El ~f_I~~!~~-~~!~~!!!!~-f~E!~~!~~l~ in 1964, 1968 and 1976. Steps are afoot to bring out the latest edition of this directory. INSDOC also publish information tools and packages in the areas where they are not available and
the need exists. The work of revising the Q!E~~!~El_~f ------Scientific Research Institutions in India has been taken 63
up by INSDOC. Other directories namely Q1£~~!2£X_2f_ ~~!~-~~~!£~~i~-l~~i~· Q1£~~!2£X_2f_!~~!1~~-I~~1l1!i~~. ~-~2~E~~~i~~-2f_~~£E~~!-~~~~~E~~-fE2~E~~~~~-Qf_~~l~ 1 ~~E2E~!Qri~~ are brought out by INSDOC 3.
National Centre for ISDS.
INSDOC has been designated to function as a National Centre for the International Serials Data System. Formalities in this regard are being carried out with UNESCO in consultation with Department of Science and Technology, Govt of India. Serials collection in the National Science Library, INSDOC, is one of the major sources for identification of current scientific and technical serials.
Information Resources Management.
A nucleus of the National Science Library (NSL) has been functioning at INSDOC since 1964. The Library has been envisaged more as a cooperative acquisition concept, locating materials in places of actual use with bibliogra phical control of the holdings being maintained through a union catalogue at the centre. The aim of the National Science Library is to have at least one copy of every worthwhile scientific publication within the country, no matter.where it will be kept. The library will specialise in material which are not usually acquired by other science libraries in order to supplement the National Collection. The library has a very comprehensive
~2ll~~!i2~_2i_liEE~EX_~~~-i~i2E~~!i2~-~~i~~~~-E22~~-~~~ l2~E~~l~~ In the field of library and information science alone, it has a ~2ll~~!i2~_2f_~E2~~~-l~QQQ_~2~~~~~!~-~~~ i~-~~E~~EiEi~~-!2_~E2~!-~QQ_l2~E~~l~~- Similarly it has in stock around ~~QQQ_!~~~~~ submitted to various Indian Universities. 64
Manpower development for Information work.
Many of the established library schools in the country were found to be slow in introducing new programmes to suit the changing requirements. To ameliorate the situation, INSDOC started a full time course leading to the award of Associateship in Information Science in 1964. The objectives of the INSDOC course have been to train personnel and equip them with necessary skill and technical knowhow to plan, organise, manage, control, supervise and evaluate documentation and information services in Research and Development industrial and other cognate establishments. The teaching programme includes formal lectures, practical assignments, field studies, group discussions, colloquia, term papers and project work. Only a limited number of students including few foreign students admitted every year. In addition, INSDOC has also been offering adhoc training and on-the job training to employed candidates from India abroad.
INSDOC has also been offering short-term training courses on different professional themes and also refresher courses from time to time. Under sponsorship of UNESCO, it organised three regional training programmes in documentation in 1955, 1963 and 1979 in which documents lists from, Burma, Srilanka, India, Thailand, Malayasia Korea, Indonesia, Singapore, Pakistan, Nepal took part. The services of a senior Swedish expert were made available and senior staff of INSDOC delivered lectures. Table - 2
1961. Scientific Documentation in South and South East Asia UNESCO, INSDOC.
1963. Scientific Documentation in Asia UNESCO,IAFA,INSDOC.
1973. Modern Methods of Information Work INSDOC
1976. Documentation and Information Services INSDOC,DRTC,BARC.
1977. Documentation and Information INSDOC, DRTC Services Jadavpur University.
1979. Information Handling for UNESCO, INSDOC. Library and Information Personnel in Countriis of South and Central Asia.
Advisory Services.
INSDOC has been rendering advice to number of institutions in technical matters, in drawing plan/ blue prints for development of information systems, services, products. So far more than 40 to 50 library and Information Centres in the country have availed of this advisory service.
Regional Centres.
INSDOC had drawn up plans to establish Regional Centres in major cities, such as Bangalore, Hyderabad, Bombay, Calcutta and Madras. The Regional Centres are equipped with a full range of reprography equipment for document copying, offset printing facilities, compilation of bibliographies and answering technical enquiries, etc. The Madras Centre looks after the SDI Service for C A Search Data Base also. These regional centres also help in the collection of data for Union Catalogue and other projects of INSDOC. UNESCO played a large part 66
in the establishment of the Centre at Bangalore, not only by providing the equipment asked for through the UNDP funds, but also by sending an expert from Hungary for a period of six months to help in the matter.
International and National Collaboration.
India is represented by INSDOC as the national member of the International Federation for Documentation (FID} and member of the FID Committee for Asia and Oceania (FID/CAO} and also represented in FID/ET, FID/CC, FID/II and FID/IM Committees. INSDOC maintains a close cooperation with UNESCO, especially with the Division of General Information Programme (PG!}. INSDOC is closely collaborating with VINITI, Moscow, in the Russian Science Information Project under the Cultural Exchange Programme. INSDOC also established exchange relationship with a number of foreign countries in the field of Scientific and Library Information.
5.3 Production of Reading Material.
Although the developing countries represent about 70 percent of the world population, they produce scarcely 20 percent of the books published in the world. The rest of the production is largely concentrated in about 30 industrialised countries. Between 1950 and 1970, world book production doubled, as regards number of titles sold and tripled as regards number of copies. Over 550,000 titles and about 8 billion copies per year are now on the market. But the distribution remains unequal. Shortage of suitable books in vernacular languages is a familiar problem in many countries. UNESCO has grasped this central truth with great fervour and has launched in Asia a campaign against trade and intellectual barriers. 67
The 1955 UNESCO Regional Seminar on the Development of Public Libraries in Asia held in New Delhi, set up a separate working group to go into the question of the provision and maintena·nce of elementary reading materials for adults. This group recommended the establishment in each country of a National or State Research Training and Production Centre. The aim of such centre would be undertaken research and evaluation of material, to train potential writers through seminars and workshops to produce model literature and audiovisual aids, to make recommendations for book production in general and finally to serve as a clearing house for book material on the production of literature 1 5~
The first Regional Conference helo at Tokyo in 1956, recommended an increase in the production of suitable reading material for new literates.
A regional meeting of experts was convened by UNESCO in 1956 in West Pakistan to develop a programme for the production of reading materials for new literates. A decision was taken to concentrate on Burma, Srilanka, -----India and Pakistan. Under the UNESCO project, direct assistance is given to competent agencies and publishers for the production of model books in the main languages of the region, namely Burmese, Sinhalese, ~1~~1. ~£~~~
~~~~~l1l ~~~-I~~1l~ The contract stipulates that five hundred copies of each book must be distributed free to
E~~l1£_l1~£~£1~~ and reading rooms.
UNESCO has held seminars at Rangoon in 1957, ~~Q~~§ (India) in 1959, at Colombo in 1961 on reading materials in South.Asia. A regional centre for the production of reading miterial in South Asia has been functioning at Karachi, Pakistan since 1956. 68
5.4 UNESCO Book Coupon Scheme -
In 1948, the tiNESCO deVised the Book Coupon Scheme under which the participating countries in the soft currency areas can purchase publications without exchange of dollars from hard currency areas. The Government of India have been participating in this scheme from the very beginning and have, to-date (1956) received book coupons worth $2,33.000. In 1949, the scheme was extended to include scientific films and UNESCO coupons worth $3.20.00 ($2,90,000 for Scientific 16 materials and $ 30.000 r'o.r films) have been received . It has enabled India to obtain much-needed Scientific and technical publication, equipment and films from hard currency areas without spending any dollars.
5.5 Bibliographical Services.
UNESCO's International Advisory Committee on Bibliography, made a contract with the Indian Library Association, in 1954, for standardizing authors names in the Asian countries for the purposes of entries in catalogues and bibliographies.
Union Catalogue -
The importance of the Union Catalogue as a powerful tool for library co-operation. In the South East Asian region
I n.d i a re c e i v e d as s i s tan c e for the !,!g!Qg_Q~!~.!2Ei.~~-.2.f_.!~~Eg~!:!
E~E!2!:!!~~.!~_!g_~.2~!~-~~!~~ vol-1 E~r~!~~_!-~g!:!_£!.2.!.2~!~~.! ~~!~g~~~l brought out by the lg!:!!~g-~!£E~EX-~~~2~!~!!2g~
~!~!_.2.f_f~E!2~~~~~~· Related to union catalogues are the compilations of lists of periodicals. UNESCO entered into a contract with the Indian Library Association in 1952 for the preparation of a retrospective bibliography of Asian learned periodicals. 69
5.6 Microfilming -
In the interests of the conservation of cultural heritage, UNESCO has sent microfilming teams to India to reproduce manuscripts and other archival documents to protect them from the effects of time and other hazards.
------UNESCO Unit in India - The UNESCO Microfilm Unit was sent to India on June 1966 with the following objectives -
1. To microfilm selected valuable ma'nuscripts, to preserve them available for researchers.
2. To train people in microfilm technique.
3. To assist the national authorities in installation or the improvement of microfilm services.
4. To make a list of microfilmed materials to let researchers know what has been photographed.
378 negative rolls were used to microfilm 1,308 17 manuscripts with more than 142.9Q1 exposures . The unit visited 12 centres in India.
Training -
In National Library, Calcutta, two persons were selected as trainees. Both of them were trained to run the microfilm camera and the dark room process.
5.7 Library Field Missions. and Fellowships.
In the first years of its work UNESCO depended largely on the help of experts sent to restore and replan damaged libraries and other institutions. UNESCO has assisted a large number of countries to organise their library services on a national scale, by providing them 70
.experts. They have also helped in setting up public, national, special or university libraries; planned library building, worked as advisory directors and technical experts in a wide range of library activities.
Table - 3 gives an account of UNESCO experts who were sent to India on field missions to advise, organise and management of public libraries as well as scientific documentation centres.
Fellowships are regularly provided to give further training to the persons who have to take over the library after the UNESCO experts leave. Such fellowships have been awarded to Indian librarians and documentalists during the initial period. See - Table 4.
Table - 3
oate-or-Mi~~io~T------Tcali~tryTcategory-ar ____ Tcoli~try-or- and U Name U of OMission Uorigin __ Q~E~!~£~~----1 ______1~~22~£~1 ______1 ______
1951 -6 months Edward India Pilot Public U.K. Sydney Library
1951 -6 months Frank M India Pilot Public U.K. Gardner Library 1952 -3 years J. B. Re id. India Scientific & Tech. Canada 1955 Documentation. -do- 3 years A.L.Gardner -do- -do- (Photo- U.K graphic Reproduction) -do- 3 ye a r s A P e 11 et i er -do- -do- U. S . A·. (Mechanical Processing) 1957 -3 yrs P Garde -do- Libraries Unspecifi 1959 1966 - P Lazar -do- National lnf.System Hungary. 1972 for Scientific & Technical Documentation. 1966-1967 O.V.Malugin -do- Scientific Trans- Unspecifi lation. 1966-1967 A. SAle m -do- Mobile Microfilm -do- Unit. 1966 S.V.Nazarjev-do- Scientific -do- Documentation. 71
1956-1959 Y.Tschentsov.India. Scientific U.S.S.R. Translation.
1978 3 months Johnson, -do- Numerical U.S.A. Gerald G. Data
1978 S.Radha- -do- STI Appli Unspecified. krishna. cation.
The above data is derived from the following sources.
1. UNESCO Bulletin for Libraries, Vol-X-No- 11-12, 1956. p.281.
2. J.S. Parker, UNESCO and Library Development Planning, London - Library Association, 1985 (Appendix). 72
Table - 4
Year of ~~~!~~----~~~~------f!~l~-~!_~1~~~~---Q~E~1!~~~--fl~~~-~!-~1~~~~
1950. D. R. Kalia Librarianship. 6m Sweden,USA & UK 1950 N N Chatterjee.Scientific 6m Netherlands, Literature Switzerland, Belgium,UK. and France. 1951. M.S.Dandekar. Scientific Trans Unspe lation and cified. Abstracting.
1951. Dr J. V. Photographic -do- Netherlands,FRG. Karandikar. Reproduction of Switzerland, U.K. Documents. and France 1951. S.K.Mookherjee.Librarianship 6m U.K., Sweden 1951. K.S.Nagarajan. Photographic Unspe- Unspecified. Reproduction of cified. Documents.
1953. Dr. P.Sheel Organisation -do- Unspecified of Scientific Documentation Centre.
1954. M.M.Tondon. Librarianship -do- -do-
1955 P. Basu Scientific -do- -do- Translation & Abstracting.
The above data is derived from the following sources - a) Directory of UNESCO Fellows Asia & Oceania - 1948- 1968. UNESCO. PARIS. b) UNESCO Bulletin for Libraries- Vol-X No.ll-12, 1956 P-284-85. c) J.S.Parker, UNESCO and Library Development Planning, London; Library Association, 1985, (Appendix). 73
Table - 5.
5.8 Seminar, Conferences and Workshops.
Through the years, India has participated in a number of International Conferences and Seminars organised by UNESCO held in India. Some of them are mentioned below:
Seminar on "Rural Adult Education" Mysore, India, 2 November to 4 DEcember, 1949.
1955. Regional Seminar on the development of Public Libraries in Asia. 6- 26 October,1955. New Delhi.
1956. UNESCO,General Conference, 9th Session, 1956, New Delhi.
1959. Seminar on reading materials in South ASia, Madras, India.
1960. Regional Seminar on Library Development in South Asia, 3 - 14 October, 1960, New Delhi.
1961. Scientific Documentation in South and South East Asia, 7 - 16 March 1961, New Delhi.
1975. Workshop on Training users of Scientific and Technical Information.
1976. SPINES.
1976. Library and Information Science Manpower Development in the Asian Region, Collaboration· with DRTC, Bangalore. 9-12 November, 1976.
1976. Scientific, Technical and Industrial Information Services in South and Central Asia.
1985. Asian Regional Seminar/Workshop on "Thesaurus Construction'' - New Delhi 18-29 November, 1985. 74
Library and information sources are vital for all sectors of national activity. The availability of information, expeditiously and pinpointedly, supports all decision making process at all levels. Relevant information accelerates the pace of national development. An informed citizen is an asset to a democratic system of government and the proper utilization of information can improve the quality of citizens.
For the last 45 years, UNESCO has done some honest thinking out loud, followed up by sincere action in several parts of Asia (particularly in India) in the field of libraries and documentation services. UNESCO has realised the basic fact that in all the developing countries, these services have to be intimately linked with adult education programmes and book publishing methods. In both these directions, UNESCO has taken an initiative which is still in the process of development. In order to maintain and improve the level of literacy and reading habits among people, and to keep them constantly fed with the right sort of material to further this purpose is the major task which the developing countries like India and others are facing. The field projects and publications of UNESCO are intended to assist them in the performance of this great work.
It is not exaggerating to say that, the public library development is not catching up in developing countries with Europe and North America. It is lagging further behind. What is needed is a new stimulus, and pilot projects offer the best possible stimulus - to show what can be done by doing it.
There is no doubt that within the limits of its constraints, DPL has done a sterling job in achieving the first aim of its foundation. Sadly, however, it has 75 iargely failed to inspire the establishment of similar services elsewhere in India. Only about one tenth of India is now covered by a public library service. Part of the difficulty is that the responsibility for provision lies with the numerous State Governments, rather than with the Central Government in Delhi. States are generally reluctant to pass legislation that will increase taxes, and so far only eight states have passed public library acts. Even where public libraries have been established, their prevailing ethos is often custodial and restrictive - in some libraries the librarians themselves still have to pay personally for any book losses. Also Indian librarians as a body tend to have been more concerned with technical service rather than reader service.
There has been a general failure to convince the Central bovernment of the vital educational role of a public library service, to the extent when a major national five year adult literacy programme was launched by the Central Government in 1978, no mention was made of public libraries at all
In the field of Scientific documentation, INSDOC became such a potent influence by the practical and pragmatic policies through its programme of seminars and training that Pakistan, Thailand, Korea, Indonesia and the PhiliPPines set about establishing their own documentation centres with UNESCO assistance and it is a matter of some gratification that part of the personnel for these centres were trained at INSDOC. On the otherhand, INSDOC did not set out to admit the public to its library which is a working library for the use of its abstractors and research workers whose desks are in the library.
The documentation tasks of INSDOC should be widened by extending its activity to the documentation of economic and other social science literature related to scientific research and technology. 76
An effective and efficient documentation unit (local documentation unit) should be organised in every national laboratory and research institution, state or community owned industrial establishment, governmental body for meeting the information needs of the staff.
To conclude, the human resources - all 844 million (1991 census, India) of them, have the potential to become a source of great strength for India. The essential investment in their education, supported, maintained and continued by a universal free public library service could become the cornerstone of social and economic growth which could make a vital contribution to India's national development and achievement. Delhi Public Library sown a seed: in the harvest lies the challenge. UNESCO funds for libraries are limited and can not always meet demands which are growing rapidly. UNESCO's resources must be supplemented by the country's own resources,but what ever assistance can be given by international organisations, it is the concern of the country itself to lay the foundation for a permanent structure. 11
1. India. ~-~~£~!~~£~--~~~~~~1· 1990. Ministry of Information and Broadcasting, Govt of India. New Delhi: 110001. p.1 and p.109.
2. India. ~-Q~~££!~£l_£~-!~~-~£~~~ 1983, 1985, 1989, 1990. Ministry of External Affairs, Govt of India, New Delhi: 110001.
3. India. ~-f!£fil~ - Ministry of External Affairs, Govt of India. New Delhi: 1983.
4. ~~~~~l-~~£2!!~_12~1~~~~ Ministry of Human Resource Development, Govt of India, New Delhi: 110001.
5. India: ~-Q~~££!~£l_2~-!~~-~£~~· 1989. Ministry of External Affairs, Govt. of India, New Delhi:110001.
6. Ibid.
7. D. R. Kalia. Library Services in India. In I~~-~£~~~!'s ~~~~~l_£f_~i£!!l_~~~-~££~_I!~~~-l~!£!~~!i£~,1981. P-378.
8. Ibid. p.378. 78
1. ~_QQ~££~~~g~~~~-~~g~-~££~_£!_!~~-Qg~!~~-~~!~£g~-~ ~-~2£~~~g!~£~_E£~~~g!~!!Qg_!g_!~2-~£!~~ (vol-2),ed. by MIN - CHUAN KU - New York: Monarch Press, 1979. p.88-95.
2. Ig~_§~££E~-~££!~-Y~~£-~££~~-l~~l~~£!~l· London: Europa Publications, 1991. p.79.
3. Ig~_!g!~£g~!~£g~!_Y~~£-~££~-~g~-~!~!~~~~g~~-~~£~~ ~gQ; 1990. England: Red Information Service Ltd.1989.
4. Ig~-~!~!~~~~~~~-r~~£-~££~i_1990-91. London: Macmillan, 1990. 1.631.
5. I~~-~££l~-~l~~g~£_!_~££~_£!_f~£!~i-l~~l~ New York: World Almanac, 1991.
6. J.S. Parker. Q~~~£Q_~g~-~~E£~E~-Q~~~l2E~~g!_fl~gg!g~~ London: Library Association, 1985. 79
1. Pan de y , S. K. S ha rma. f!:!E..!.~.£_!!~.2.!:~!:~~~-~.!!_.!.!!~~~.l. ~~~-Q~.!.~~~ Ess Ess Publications, 1985. p.8.
2. Jogesh Misra. ~~~!Q!:Z_Qf_!!~E.!:~!:~~~-~.!!~-!!~.2.!:~~.!!~~~£ ~.!!-~Q~~!:.!!_.!.!!~~~-~~.!!.£~-.!.~2Q~ Delhi: Atma Ram & Sons, 1979. p.13.
3. Pandey,S.K.Sharma. f!:!E..!.~.£-~~E.!:~!:~~~-~.!!_.!.!!~~~.1. New Delhi: Ess Ess Publications, 1985. p.9.
4. P.N.Kaula. An evaluation of public library service
in India, In g~!:~.!.~_Qf_!!~E.!:~!:X_~.£~~.!!.£~~ Vo1-3 No 2-3 April-July 1964. p 108-121.
5. Jogesh Misra. ~~~!Q!:Z_Qf_!!~E.!:~!:~~~-~.!!~-~~.2.!:~!:~~.!!~~~£ ~.!!-~E~~!:.!!_.!.!!~~~i-~~.!!.£~-.!~2Q~ Q~.!.~~~ Atma Ram & Sons, 1979. p.43.
6. P.Gangadhar Rao. Recent Trends in Education for Library and Information Science in South India. In
.!.!!!~!:.!!~!~2.!!~.!._!!~E.!:~!:X_B~~~~~~(22) Sept 1990.p.l82.
7. R.P.Kumar. Current Trends in Library Science Education
in India. In !!.!~B~~-Vol-16 & 17, 1978-79 & 79-80.p.71-78.
8. Ibid. p-72.
9. ~.!!.!!!:!~.!._B~£2!:!i Ministry of Human Resource Department. Dept of Culture, Govt of India, New Delhi: 1989-90.
10. B~E2!:!_Qf_!~~-~2!:~~.!!~_Q!:Q!:!£_2f_!~~-.!:.!~.!!.!!~.!!~-~2~~~~~~2.!! Q.!!_~~E.!:~!:~~~-~.!!~_.!.!!f2!:~~!~.£~_fQ!:_!~~-§~~~!~_f~~~-~~~!: Plan. 1990-95. Govt of India - 1989.
11. Ibid. • 80
12. C.P.Vashishth. University Libraries in India. In ~~~~-~22~_2f_~!~E~E!~~i-~E~~!~~~-~~~-l~f2E~~!!2~ Q~~!E~~-!~-l~~!~~ Vol-1 ed.by B.M.Gupta & Others, New Delhi: Information Industries Publications, 1985. p-68.
13. K. Navlani Public Libraries. In ~~~K~l2£~~!~_2f
~!~E~EK_~~~-l~f2E~~!12~-~~1~~~~~ed.by Allen Kent & Others. Vol-11. p.426.
14. S.P.Agrawal(e~ Q~~~l2£~~~!_2f_Q2~~~~~!~!12~-1~-l~~!~~ ~2~1~l-~~1~~~~-l~!2E~~!i2~~ New Delhi: Concept publishing Company, 1989. p 247-248.
15. K. Navalani. Public Libraries; In ~E~l~l2£~Q!~_2f
~!~E~El_~~Q_lEf2E~~!i2~-~~!~E~~~ed.by Allen Kent & Others. Vol-II p-428.
16. ~~£2E!_2f_!~~-~2E~!~~-QE2~£_2f_!~~-fl~EE!E~_Q2~~!~~!2E 2E-~!~E~E!~~-~gQ_lEf2E~~!!~~-f2E_!~~-~!~~!~_f!~~-1~~E fl~Ei 1990-95 Govt of India. 1989. 81
1. UNESCO, ~~~~~l-~f_!~~-Q~~~E~l-22~£~!~~~~~1969. Paris.1969.p-70.
2. "UNESCO'S 20th Anniversary:'rn Q!!__!;!;iQ.Q_~~ll~!.!.~_£2! ~.!.~!~!.!.~~~-20 September - October, 1966. p-210.
3. Rene Maheu, ~~~!~~~-~!_!~~-~E~~.!.~~-~f_!~~-I~!~E~ ~~~~E~~~~!~l_Q~~!~E~~~~-!~E_!~~-§~!~~l.!.~~~~~!-2£ ~~El~-!i~.!.~~~~-I~£2!~~!.!.~~-!iK~!~~-i!!!!.I!il!i!l~Paris. 4 October, 1991.
4. Preben Kirkegaard, ''UNESCO and Library and Library
Related Services in EuropeinQ!!__!;!;iQ.Q_~~ll~!.!.~_f2E_ ~.!.~!~!.!.~~~ 2 0 ( Se p t - 0 c t , 19 6 6 ) . p. 2 3 7 . B. S. Ke sa van, "UNESCO's work in Asia vis-a-vis Libraries, Documen
t a t ion and Archive s.'tn Q!!__!;!;iQ.Q_~~ll~!.!.~_f~!-~L~!~!.!.~~ 20 ( Sept - October, 1966). p. 237.
6. Ibid. p-846.
7. UNESCO, ~~E~El_~f_!~~-Q.!.E~~!2E~Q~~~!~l-~~-!~~ ~~!.!.~.!.!.!.~~-~f_!~~-~E~~~.!_~~!.!.2~_.!_~_l2~1~Paris,1947.p-49.
9. UNESCO, Q~~~!.!.!~!.!.~~~Article IV, Clause A.1
10. B~~~!~~-~£_!~~-Q~~~E~l_Q~~K~!~~~~~!i~~~~~-!i~~~.!.~~i ~~~1.~~-Q.!.!x~ 1947, 2 vols, Paris, 1948.V-1 - 397.
11. --- Executive Board, Sixty - First Session, 13 March 1962 (Document 61 Ex/2), p.4. 82
13. UNESCO, ~~E~!!_!~-!~~-~~i!~~-~~!i~g~~1951-52, Paris, 1952, p 37-40.
14. Ibid., p.29-30.
15. UNESCO, ~~£~!~~-~f_!~~-9en~!~~-~~gf~E~g£~-~~£~g~ ~~~~i~g~-~~~i£~~-12~1 fE~£~~~ig~~ p-394-95.
16. ------i------Report to the United Nations 1949-50 p.149- 122~-~~~~~~!i~g 6.511.
17. Ibid. Resolution 6.5112.
18. Cyril 0 Houle, ~iEE~!i~~-ig_~~~~!-~g~-f~g~~~~g!~~ ~~~£~!i~gi ~-~~E~!!~~~~~~-~~~~~-~~~ig~£~-l~-~~§SCO f~E~i£-~iEE~E~-~~~~~~~~no-4, Paris.UNESC0.1951.
19. Frank M. Garder. Ig~-Q~~~i_f~E~i£_~iEE~E1~ ~g
~~~~~~!i~g-~~E~!!• UNESCO Public Library Manuals, no-8 Paris: UNESC0.1957 p-88-94.
20. ~~~~~Q-~~~~~!i~-!~E-~iEE~Ei~~. 21 (May-June,1967l p-127.
21. N.Sakarnarayan,(ed)~~~~-Qi~!EiE~!i~g-~~~-f!~~~!i~~ f!~El~~~-i~-~~~!g_~~~!-~~i~i_Delhi: 1964.
22. UNESCO's Contribution to the Development of Scientific
and Technical Documentation Centres. _l~-~~§~~Q-~~lle!i~ i~E-~iEE~Ei~~il9, (Jan- Feb,l965) p-2 -23.
23. Ibid.
24. Herbert Coblans, ~iEE~Ei~~~~iE_~~~-Q~£~~~g!~!i~~i-~~ lg!~!~~!i~~~l_f~E~E~£!i~~~London: Andre Deutsch,l947. p.72.
25. UNESC0,9~g~!~l-~~E~!!_~f_!~~-~~gf~£~g£~-~~-!~~ l~E!~~~~~g!_~f-~i£li~~E~Egi£~l-~~!~i£~~i UNESCO House, Paris,7-10 November 1950. (UNESCO/CUA/5) (1950) p-4. 1. Mahendra Kumar - lg~i~-~-~~~~QQ~ New Delhi: Sterling Publishers 1974.p-87.
2. UNESCO, aims & activities. New Delhi: ~Q~-~~£~~ ~~~E~!~Ei~!il22£~ p-15.
3. Edward Sydney, Delhi Public Library Project pt-1.
In ~~~~QQ_fEQl~~!~_ig_lg~i~, Ministry of Education, Govt of India, 1953. p-69.
4. Ibid. P-70.
5. Ruth Alston, Delhi Public Library - A Success Story.
In "f!,!£li~-~i£E~E.LIQ!,!Eg~l:. vo 1-4 No-1 J an/ Feb, 1989. p-1.
6. Annual Report. Dept of Culture, Ministry of Human Resource Development, Govt of India, 1990. p-52.
1. Ruth Alston, Delhi Public Library- A Success Story.
In f!,!£li~-~i£E~E1_IQ~Eg~l vol-4,No.1,Jan/Feb 1989 p-2.
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