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LIS Education System of University of Delhi and Indira Gandhi National Open University, New Delhi: a Comparative Study Ajit Kumar [email protected]

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LIS Education System of University of Delhi and Indira Gandhi National Open University, New Delhi: a Comparative Study Ajit Kumar Lioajitnmml@Gmail.Com University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln May 2019 LIS Education System of University of Delhi and Indira Gandhi National Open University, New Delhi: A Comparative Study Ajit Kumar [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/libphilprac Part of the Library and Information Science Commons Kumar, Ajit, "LIS Education System of University of Delhi and Indira Gandhi National Open University, New Delhi: A Comparative Study" (2019). Library Philosophy and Practice (e-journal). 2401. https://digitalcommons.unl.edu/libphilprac/2401 LIS Education System of University of Delhi and Indira Gandhi National Open University, New Delhi: A Comparative Study Dr. Ajit Kumar Library and Information Officer, Nehru Memorial Museum and Library (Govt. of India), Teen Murti House, New Delhi-110011 E-Mail: [email protected], [email protected] ABSTRACT: This paper present the LIS educations system of Deptt. of Library and Information Science, Delhi University and Deptt. Library and Information Science, Indira Gandhi National Open University. A comparative study of both of the universities has been elaborate in this paper. The curriculums of LIS courses have been evaluated based on the some latest terms and techniques. Based on the study observations have been laid down in this paper. Keywords: Delhi University; Deptt of Library and Information Science, IGNOU; Delhi Library Association, LIS Curriculum, LIS Education, BLISc., MLISc., M.Phil., Ph.D 1. INTRODUCTION Indian LIS education is about 106 years old, which was started in form of training programme for the staff of Imperial Library (now, National Library, Kolkata).It has been noticed that first formal training course was started in 1911, Baroda (Neelameghan, 1974) and first LIS course at the University level had started by Asa Don Dickinson, the University librarian of Punjab University (earlier past of undivided India) in 1915 (Agarwal, Mythili and Soni, 1996). The different library associations such as Madras Library Association (MALA) and Bengal Library Associations had started courses in library science in 1929 and 1935. Later on, in 1935 and 1938, the Andhra University and Madras University started diploma courses. It has been noticed that Banaras Hindu University (BHU) had started postgraduate diploma course in 1941 related to LIS education. A diploma course of one year was started in 1945 by Calcutta University, which was upgraded to Bachelor Degree in 1969. Delhi University had started postgraduate diploma in 1947 with the efforts of Prof. S.R. Ranganathan. In 1948 1st batch was awarded diploma, which were awarded Bachelor Degree in 1949 in continuation educational process. A two year Masters Degree programme was introduced replacing Bachelor Degree Programme.The University of Delhi was the first university in the entire British Commonwealth that started doctoral programme in library science. It has been notices that there were 12 library schools in 1960s, conducting library science education in India at all levels excepts the M.Phil degree (Krishan Kumar and Sharma, 2010). In India, about 100 universities and colleges providing LIS course through regular mode of education and about 27 universities that provided these courses through distance mode of education with support of the University Grants Commission. The research activity going in LIS departments is also commendable, with 63 university departments offering Ph.D. Degree programs and 16 M. Phil. programs. (Varalakshmi, 2009). Level of Course In Indian LIS education system, the level of courses may be categorized at six levels such as, Certificate Course, Diploma, Bachelor Degree, Master Degree, Master in Philosophy and Doctor of Philosophy. 1 There levels of courses are also associated with the type of LIS professionals. Such as certificate and diploma level courses are linked with the semi-professional and others courses are linked with the professional human capital. It has been noticed that the library association and institutions also offering courses for the semi-professional level. The LIS courses are conducted by the university and some of reputed institute like NISCAIR and DRTC are basically for high level professional course. The LIS departments (university level) are primarily concerned with higher professional level courses. The courses offered by NISCAIR and DRTC shall also come under this category. In the university the courses are conducted through regular mode and distance mode of education. These professionals course are Bachelor Degree, Master Degree, Master in Philosophy and Doctor of Philosophy. (Lalngaizuali, 2010). In India, 89 universities are providing regular courses, whereas 31 universities are providing through correspondence or distance mode of education. It has been noticed that 126 universities / institutions are providing Bachelor’s Degree, 90 are proving Master’s Degree, 16 are offering Master in Philosophy and 59 are conducting Doctor of Philosophy. The LIS Education is conducted by a large number of universities in several parts of India. Some of the universities, such as, Deptt. of LIS, Delhi University; Deptt. of LIS, Jamia Millia Islamia; Deptt. of LIS, Kurukshetra University are providing conventional along with regular mode of education. However, B.R. Ambedkar Open University, Hyderabad and IGNOU are offering LIS education through distance mode. 2. OBJECTIVE OF THE STUDY i. To assess the status of existing LIS educational system of Deptt. of LIS, University of Delhi and IGNOU. ii. To assess the course curriculum of LIS education of Deptt. of LIS, University of Delhi and IGNOU. iii. To assess the knowledge provided to the LIS students of Deptt. of LIS, University of Delhi and IGNOU 3. SCOPE The LIS education system in Delhi, i.e. two central universities of Delhi, such as the Deptt. of LIS, University of Delhi and the study center IGNOU, LIS programme namely Delhi Library Association were selected for study. 4. LITERATURE REVIEW: In India, LIS education and its curriculum are still traditional, which not conveying the skills required for applications of ICT in library sector among the students. Therefore, LIS students have lack of technical skills particularly related to ITC skills, which are need of the electronic age (Sethurvelmurugan, 2011). According to Kumar and Singh (2015) there is a generous requirement for up-gradation of existing skills and knowledge of LIS professionals. In this way LIS faculty has to play a very important role, they should regularly develop and restructure course curricula as per the requirement of new ages. The LIS educational system should properly plan in advance of times, in view of develop a fully skilled LIS human capital, who can handle digital resources smoothly. The course must contain ICT related information, which help to the students for cater better services in their professional life. The LIS education needs to be re-oriented keeping in view the changes emerging in the university and professional environment. There is a need to re-engineer the process of the LIS education with the required vision. (Mani and Suryanarayana, 2010). 2 According to Rath (2007), LIS education and training as an essential component of the knowledge society in creating appropriate human resources befitting the national and global job market. He suggested the LIS curriculum and syllabus must be designed on a need base related to the latest trend and developments in this profession. The generic skills for library and information professional include Skills to communicate effectively; They should attain the skills to think creatively and have problem solving skills, Able to build Public Private Partnership (PPP),Possess skills to work in a team and pursue projects, Have high professional and ethical standards, Other skills include technology applications skill, appropriate information literacy skills and also a commitment to lifelong learning. These skills are required to be able to encompass the changing nature of profession to ensure an acceptable, adaptable and accountable profession. According to Baby and Sudeep (2007) the Library schools must provide training for the students in term of latest applications of IT in the field of library sector. The major responsibility of the LIS departments in India is to groom LIS students in Knowledge Management, Information Technology and professional values of librarianship, as practiced in libraries and as guided by the vision of the 21st century librarianship. Human resources are the most important resources in a library. The present day library needs staff with a proper mixture of skills in Knowledge Management, Information Technology and Subject Knowledge. A study conducted by Antherjanam (2007) on LIS Education, Training, Research in Kerala, which indicated that the quality of LIS manpower depends on the quality of the LIS School too. The survey was conducted in view of obtaining the actual situation of Library Schools, Libraries and LIS researchers in Kerala. It is suggested that the Library Professionals have to explore new methods for developing their skills and new techniques for enhancing their services to readers. However, the LIS training courses provides the latest information and updates the professional skills of the students according to the demand of the new age. Library schools should aim to attract bright and creative teachers and students and
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