EDUCATION AND TRAINING OF LIBRARY AND INFORMATION PERSONNEL IN MALAYSIA: A UNESCO-supported report. lnstitut Teknologi MARA MALAYSIA

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1 EDUCATION AND TRAINING OF LIBRARY AND INFORMATION PERSONNEL IN MALAYSIA: A UNESCO-supported report Prepared by: Ms. Fuziah Mohd. Nadrar Ms. lndahsah Haji Sidek Mr. Mohd Sharif Mohd Saad School of Library and Information Science - lnstitut Teknologi MARA MALAYSIA Edited by Margaret Stuart 1 I United Nations Educational Scientific and Cultural Organization Principal Regional Office for Asia and the Pacific General Information Programme and ASTINFO Bangkok, October 1993

2 8 UNESCO 1993 Published by the UNESCO Principal Regional Ofice for Asia and the Pacific P.O. Box 967, Prakanong Post Office Bangkok 10110, Thailand Printed in Thailand The designations employed and the presentation of material throughout the publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territoty, city or area or of its authorities or concerning itsfiontiers or boundaries. The views expressed in this report are those of the authors and do not necessarily represent the views of UNESCO.

3 STATUS REPORT ON THE EDUCATION & TRAINING OF LIBRARY & INFORMATION PERSONNEL IN MALAYSIA A UNESCO-supported study Preface This series of status reports had been commissioned to some interested Coordinating Units of ASTINFO (Regional Network for the Exchange of Information & Experience in Science & Technology in Asia and the Pacific) to focus attention on the current status and problems obtaining in several countries in the region, where traditional academic information institutions are perceived unable to provide adequate education and training in quality and number for information personnel. This inability is believed to be brought about by radical changes not only in the way information is processed, accessed and delivered, but also induced by integrating information & telecommunication technologies and the blurring boundaries among related disciplines and professions as a result of converging professions. The study was aimed to try out a new approach, i.e. an extensive national consultation, which will facilitate and pave the way for opening the doors of traditional information institutions to allow greater interaction, consultation and involvement with professionals and managers 'from other disciplines and related fields, such as computer science, and information, communication and telecommunication technologies. It was also meant to inventory the existing education and training programmes, analyze their strengths and weaknesses, vis-a-vis the current and future demands for library and information personnel that should operate and manage the information services required by the emerging information society in developing countries of the region. The results should serve as useful basis for developing strategies and planning the revision/

4 restructuring of education & training programmes at national and regional levels. The study in Malaysia was conducted by some faculty members of the School of Library and Information Science, Institut Teknologi Mara with UNESCO assistance. The report was edited by Mrs. Margaret Stuart. While the suggested approach, because of time limitation, was not strictly followed in the sense of multi-sectoral participation, the survey and discussions conducted by the Malaysian group involved all the major institutions which conduct education and training programmes in library and information science. Education and training in specific disciplines like engineering, medicine, accounting, etc. which may in-corporate specific course modules, such as "library skills", "abstracting and indexing" are not covered by the study. The results of the study and the recommendations given provide useful background information in formulating a comprehensive programme for the development of an effective and responsive education and training programme for information professionals and personnel that will manage and operate the information systems and services required by Malaysia's socioeconomic development plan. The recommendations also reflect the need for a strategy to attract better students and to harmonize courses with other disciplines to enrich the programme. UNESCO/PGI/ASTINFO Bangkok, October 1993

5 CONTENTS I. Introduction Background to tibraryhformation science educatiodtraining in Malaysia 4 III. Analysis of the survey 7 Rate of response 7 Training coursedprogrammes in library and information science: Status of courses/prograrnmes and their period of commencement 8 Future developments of available training coursedprograrnmes 17 IV. Recommendations 18 Appendix - Questionnaire 21

6 Education and training of library and infomation 1 personnel in Malaysia 1. Introduction Objectives This report describes the status of education and training for library and information personnel in Malaysia. Terms of Reference The National Library of Malaysia invited the School of Library and Information Science, Institut Teknologi MARA, together with other representatives of the university libraries on Thursday 29 October 1992 for a meeting to discuss a UNESCO-funded project. The School of Library and Information Science was requested to undertake the following: To find out the existing status of the education and training of library and information personnel; To survey existing training courses (short- and long-term) in library and information science in the country; To survey the current number of qualified trainers and their qualifications; To survey existing facilities for teaching and learning in library and information science; To find out the fbture development of the available courses;

7 2 Education and training of library and information personnel in Malaysia To submit the status report to UNESCO no later than March 3 1, An agreement was signed between UNESCO and the National Library of Malaysia in October 1992 whereby the National Library of Malaysia would undertake the study in 5 months. The deadline for submission of the report was 3 I March Members of the Study Team The study was conducted by four lecturers in the School of Library and Information Science: * Ms. Fuziah Mohd. Naddzar * Ms. Indahsah Haji Sidek * Mr. Mohd Sharif Mohd Saad * Ms. Zohra Ibrahim (until January 3 1, 1993) Method of Study Quest ion na i re The questionnaire method of data collection was used (Appenhx 1) and a total of 22 respondents were identified: School of Library and Information Science, Institut Teknologi MARA Institute of Advanced Studies, University of Malaya Department of Library and Information Science, International Islamic University Department of Educational Technology, Universiti Sains Malaysia Institut Aminuddin Balu, Genting I-hghlands Institut Perguruan Darul, Aman Kedah Staff Training and Development Unit, Teacher Education

8 Education and training of library and information 3 personnel in Malaysia Department, Ministry of Education Malaysia Educational Technology Division, Ministry of Education, Malaysia Educational Technology Division, State Education Departments (Perlis / Kedah / Pulau Pinang / Federal Territory / Negeri Sembilan / Melaka / Johor / Pahang / Terengganu /Kelantan / Sarawak / Sabah) Respondents were given 3 weeks to complete and return the questionnaire. Follow-up by telephone was conducted for those respondents who had missed the deadlines. A 100 percent return was expected because only these respondents were identified as offering education and training in this field. InterviewsNisits This was necessary only when the study team had inquiries regarding the feedback provided by the respondents. Scope of the Study The study included institutions and government agencies throughout the country that have been conducting training courses/programmes in library and infomation science. The questionnaires that were distributed to the various institutions and government agencies focussed on the following aspects: a. Courses/programmes offered b. Year of commencement of courses/programmes c. Course/programme objectives d. Organisational structure of the training institutiodagency e. Levels of course/programme f. Duration of course/programme g. Course/programme content

9 4 Education and training of library and information ~erso~el in Malavsia h. Expected competencies I. Coursdprogramme facilities j. Teaching staff k. Continuing education facilities for teachmg staff 1. Number of graduates from course/programme m. Frequency of curriculum review n. Cou rse/p rogramme development plans 0. Problems encountered in conducting course/ programme Limitations of the Study Due to the short period for conducting the study, the study had to be limited to those institutions which conduct education and training programmes in library and information science and at the end of which some kind of award is given, Hence, education and training in specific lsciplines like engineering, medicine, accounting, etc. which may incorporate specific course modules such as "library shlls", "abstracting and indexing" are not covered by the study. Acknowledgement The study team acknowledges with gratitude, the contributions from the various institutions and government agencies in their encouraging response to this study. II. Background to library/information science education/training in Malaysia The formation of the Malayan Library Group (MLG) in 1955 provided impetus to library education in the country, since one of its objectives was "to encourage professional education and training for

10 Education and training of library and information 5 personnel in Malaysia librarianship." Classes in librarianship organized then were short vacation courses for teacher Iibrarians and formal courses for students sitting for the United Kingdom Library Association examinations. With the establishment of the University of Malaya in Kuala Lumpur, there was an increased need for more qualified staff. This.prompted the then University Librarian to propose the setting up of a library school which was envisaged as a regional school, drawing students from Southeast Asia, but the plans were not implemented. However, through grants from the Asia Foundation and Smith- Mundt, many more short courses were conducted despite the unavailability of a library school. Short librarianshp courses for teacher-librarians were conducted at the Specialist Teachers Training Institute at Kuala Lumpur. In 1965, a memorandum for a library school was submitted by the Persatuan Petpustakaan Malaysia (PPM - the Library Association of Malaysia) to the University of Malaya. By 1972, the University of Malaya had approved in principle the establishment of the School. In the meantime, however, in 1968, the MARA Institute of Technology had set up the School of Library Science. A formal educational programme in librarianship was first offered by the School of Library Science, Institut Teknologi MARA in The external course offered was aimed at preparing students for the external professional examinations of the Library Association (United Kingdom) to qualifi them for the Associateship of the Library Association (ALA). The external course was terminated in A local curriculum introduced in 1972 was developed, more in keeping with local condrtions, and two types of programmes at the Diploma and Post-Graduate Diploma levels were offered. The School had a name change, to the School of Library and Information

11 6 Education and training of library and information wrsonnel in Malavsia Science, in order to reflect the change in the cumculum with the developments in the field of Information Science. In 1992, the School of Library and Information Science introduced a 4 year diploma programme whch phased out the earlier 3 year diploma programme. Efforts to establish a programme of study at the Master's level were undertaken by the School of Library and Information Science, ITM, University of Malaya, and the Islamic International University. The efforts attempted by the School of Library and Information Science to establish such a programme on a twinning basis with foreign andor local universities such as Loughborough University of Technology, University of Wales, Aberystwyth, International Islamic University, National University of Malaysia, among others, were unsuccesshl due to various factors and circumstances beyond the control of the School of Library and Information Science. However, the University of Malaya finally managed to introduce the Master in Library and Information Science in 1987 under the Institute of Advanced Studies. Again, due to certain circumstances, the programme was shelved and put on hold until it is feasible to revive it. The Ministry of Education approved the M.A. in Library and Information Science programme offered by the Department of Library and Information Science of the International Islamic University in The first batch of students are presently in their second year of study. Programmes of study at the certificate level were basically conducted by the various State Education Departments and specific departmentias well as institutions under the purview of the Ministry of Education, Malaysia. These began in the mid 1970s.

12 Education and training of library and information 7 personnel in Malaysia 111. Analysis of the survey Rate of response This survey focussed on 22 institutions and government agencies as respondents. However, only 13 respondents turned in the questionnaires within the specified time. This accounted for 59 percent of feedback froin the targeted respondents. The institutions and government agencies that responded to this survey could be categorised as follows: Institutions of Higher Learning i. Institute of Advanced Studies, University of Malaya ii. Department of Library and Information Science, International Islamic University iii. School of Library and Information Science, lnstitut Teknologi MARA Teachers Training College i. lnstitut Perguruan Darul Aman (IPDA) State Education Resource Centers i. State Education Resource Center of Kedah ii. State Education Resource Center of Terengganu iii. State Education Resource Center of Kelantan State Education Departments i. ii. iii. iv. v. vi. State Education Department of Malacca State Education Department of Wilayah Persekutuan (Kuala Lumpur) State Education Department of Perak Education Technology Unit, State Education Department of Perk Education Technology Division, State Education Department of Sarawak Education Technology Division, State Education Department of Sabah

13 ~ 8 Education and training of library and information personnel in Malaysia Training courses/programmes in library and information science Status of courses/programmes and their period of commencement Table (a) Category No. of Year of Commencement Courses I I Institutions of Higher Learning Teacher Training Colleges 1 State Education Resource Centers 5 State Education Department 3 5 Table (a) denotes four categories of institutions/government agencies that have conducted various courses/programmes in this field within the last three decades. Table (b) provides the levels and duration of the courses/programmes.

14 Education and training of library and information monnel in Malavsia 9 Table (b) Cett = Certificate Dip. = Diploma M = Master's Degree Sem = Semester Bach. = Bachelor's Degree Yr. = Year A total of 5 courses/programmes were identified in institutions of higher learning. Training Courses/Programmes began as early as the 1960s with a formal education programme pioneered by the School of Library Science at Institut Teknologi MAR4 in As has been indicated above, this programme of study was conducted as an external course that led to the Associateship of the Library Association (ALA). It was succeeded by the first local curriculum that led to a Diploma in Library Science. Another programme was introduced in the same decade which led to the Post-graduate Diploma in Library Science. Two programmes leading to the Master of Library and Information Science were offered by two universities, namely the University of Malaya and the International Islamic University. The Master of Library and Information Science that was conducted by the Institute

15 10 Education d training of library and information personnel in Malaysia of Advanced Studies at University of Malaya started in 1987 but it has been temporarily suspended. The Master in Library and Information Science at the International Islamic University commenced in This programme is administered by the Department of Library and Information Science, which is part of the Kulliyah of Islamic Revealed Knowledge. The programme available in the Teachers Training College is represented by the Institut Perguruan Darul Aman (IPDA) in Kedah which developed a certificate-level course for the management of school resource centres. This one-year programme started in Prior to the establishment of this programme, the Specialist Teachers Training College at Cheras, Kuala Lumpur, organized a joint programme, the Specialist Teachers Course in Library Science and the Specialist Teachers Course in Educational Technology which was terminated in The State Education Resource Centers have introduced short courses at the certificate level on the basics of library science and the management of school resource centres. Three programmes started in the mid-eighties. Courses at the state education resource centres are given an allocation of hours. It should be noted that there is a lack of a coordinated training course/programme administered centrally from the Ministry of Education to the downstream state education resource centres. State Education Departments have been ruwing short courses at certificate level since the late seventies. The subject areas include the basics of library science; cataloging and classification; book-binding; management and use of school resource centres; and reference and information services. These short courses are organized over a span of one week. Different state education departments organise their own short courses, with varying course contents.

16 Education and training of library and information 11 personnel in Malaysia Objectives of Training CourseslProgrammes Table (c) Category Institutions of Higher Learning Teachers Training College State Education State Education Department Course/Programme Objectives To produce information professionals with knowledge, competencies and skills to manage information services To provide opportunities for specialization in major areas of library, information science, records and archives management To gain knowledge and skills in managing and administering resource centres To create an educational technology culture in teaching and education through the use of resource centres To provide teachers with skills in managing Resource Centres and promoting the use of resource centres To gain knowledge and skills in organising and managing resource centres To understand the concept and importance of resource centres Table (c) highlights the objectives that have been laid out for the various courses/programmes in the four categories of institutions/government agencies.

17 12 Edudion and training of library and information oersonnel in Malavsia Basically, three categories of institutions/government agencies share similar objectives with respect to the provision of knowledge and skills in managing and administering resource centres, and thereby creating an educational technology culture in teaching and education through the use of resource centres. On the other hand, the objectives of the three institutions of higher learning are focussed on the production of infomiation professionals with the knowledge, skills and competence in managing information services, whilst providing opportunities for specialization in the major areas of library. information science and records and archives management. Expected Competence from Training Courses/Programmes Table (d) Expected Competence Category % 1 Skills in information searching Skills in utilization of information Knowledge of the importance of information, libraries and information centres 4 Ability to effectively manage libraries and information centres Ability to develop computerised 2-15 library information systems 6 Ability to use computerised library information systems 7 Ability to disseminate knowledge 3 1 I Others = Institutions of higher learning 2 = Teachers Training Colleges 3 = State Education Resource Centres 4 = State Education Departments Table (d) indicates the expected competencies that could be derived from the training courses/programmes in the four categories of institutions/government agencies.

18 Education and training of librq and information Dersonnel in Malavsia 13 Out of the eight areas of expected competence, 69 percent indicated the highest ranking for the ability to effectively manage libraries and information centres. This is followed by 61 percent that indicated three equal areas of expected competence, namely, the skills of information searching, utilization of information, and the knowledge of the importance of libraries and information centres. It is obvious that most of the categories do not concentrate much on the development of computerized library information systems. Nevertheless, the ability to use computerized library information systems and disseminate knowledge is not very much neglected. Other areas of expected competence include the management of medm resources in resource centres. ' GraduatesLPersonnel from the Training Coursed Programmes Table (e) Category Institutions of Higher Learning Teachers Training College State Education Resource Centre State Education Department Cert ersonnc P. Grad. 190 Master Table (e) lists the number of graduates/personnel from the various coursedprogrammes that have been conducted at varying levels by the four categories of institutions/government agencies from the mid 1960s until 1993.

19 I4 Education and training of library and information personnel in Malaysia There is a significant output of 2,888 trained informationhesource center personnel amongst teachers who have benefited from the certificate level of short courses, culminating in some basic skills of managing and administering resource centers. Withm the category of institutions of higher learning; 2,296 graduates have been trained as library and information professionals with a diploma in Library Science from Institut Teknologi MARA. This diploma is accredited as being equivalent to a university degree. This sizeable number has penetrated onto the job market offering skills in the eight areas of competence. The programme of Post-graduate Diploma in Library Science at Institut Teknologi MARA has produced 190 graduates over the last two decades. These graduates have been accepted in the library and donnation job market viz. the national, academic, special libraries and information centers. The two graduates who received the Master in Library and Information Science are from the Master programme at University of Malaya. The other programme which is currently being conducted at the International Islamic University has yet to generate any graduates given its recent establislment.

20 Education and training of library and information personnel in Malaysia 15 Number of qualified trainers and their qualifications Table (0 Categories Institutions of Higher Learning Teacher Training College State Education Resource Centres No. of Qualified Tra ners 8 Thc Ph. 0 Master Bachelor I5 Library 8 (Library 8 (Arts 8 information information ' Science) Studies) studies 3 (Library Sc. Ed. Tech.) - 4 Education 8 (ArtdSc. Lib 8 Infor. Science) 5 (Education/ Library Sc.) r Qualifications Diploma I Cert. (Education) (Library Science) State Education Department (Ed. Tech.) (Library Sc. Ed. Tech.) (Library Science Table (f) shows the strength and distribution of qualified trainers and their qualifications. The table presents the distribution of qualified trainers with Masters, and Bachelors degrees, diplomas and certificates to support the training courses/programmes in teachers training college, state education resource centers and state education departments. These trainers are qualified with education, educational technology and library science as their academic and professional platform to provide students with the expected competencies in managing and administering the technical and information services in resource centers. The staff of the institutions of higher learning comprise 17 Ph.D. holders in library and information studies, 3 I Masters in Library and Information Science and 5 Bachelor degree holders in ArtdScience. They are well distributed in the 3 institutions, viz. Institut Teknologi

21 16 Education and training of library and inhimation pemonnel in Malaysia MARA, University of Malaya and International Islamic University. However, it should be noted here that most of the lecturers for the Master programme at University of Malaya work on a part-time basis. Facilities for Teaching and Learning In Library and Information Science Table (g) Category Books Journals AN Others Institutions of Higher Learning 22, ,000 Teachers Training 23, Colleges State Education 23, ,880 Resource Centers State Education 8, Departments Table (g) shows the teaching and learning hcilities for the training courses/programmes. The training courses/progrmes in all the four categories of institutions/govemment agencies have been supported by a fairly rich information base with respect to reading materials and other information resources. Aside from the reading and resource materials, the various institutions in the resource centers have been fairly well equipped with the necessary hardware to support the training courses/progrmes.

22 Education and training of library and information personnel in Malaysia 17 Future developments of available training coursed programmes Table (h) Categories Future Developments Institutions of Higher To plan for the setting up of a Learning Master of Philosophy (M.Phil.) course and a special School Resource Centers To diversify programmes of study related to specialization on library, information science and records, and archives management Teachers Training Colleges Planning is being handled by Staff Training Development Unit, of the Teachers Education Department State Education To conduct advanced courses to Resource Centers enhance the use of resource centres State Education Departments To send relevant personnel for inservice training To include information technology for courses related to the management of resource centers To enhance the expertise of trainers through local or overseas courses To increase library collections in line with educational development

23 18 Education and training of Iibnry and informaoo personnel in Malaysia Table (h) outlines the fhre developments that are being envisaged by the different categories of institutions/ government agencies that are geared toward the betterment of their courses/programmes. Recommendations The following are recommendations for strategies toward the strengthening of courses/programmes and facilities for the development of library and information personnel in this field: Courses/programmes Efforts should be coordinated in all states to undertake training at certificate level; Standards for training programmes need to be developed for all states; Each training center should also be provided with the requisite number of qualified personnel; Curricula with similar objectives and contents should be developed at all educational training centres; Standards for reading and reference materials should be developed; Lecturers/trainers need to be sent for advanced courses or refresher courses; The structure of service for librarians needs to be reviewed in order to attract candidates into the course/programme;

24 Education and mining of libtary and informdon mmonnel in Malavsia 19 Students from other faculties within the university should be encouraged to take up courses from the Department of Library and Information Science; There should be flexibility in offering major and minor courses in order that other programmes could twin with library and information science. Facilities An allocation should be provided for staff exchange programmes with foreign universities. An allocation should be provided to conduct refresher/advanced courses for faculty members and professional librarians with facilitators from abroad. A provision for research grants for teaching staff should be allocated. A provision for teaching staff to undertake joint research programmes with foreign faculty members should be introduced. A research center and a clearinghouse for research information for the advancement of library and information science needs to be established.

25 Education and training of library and information 21 personnel in Malaysia Questionnaire Questionnaire on the education and training of library and information personnel in Malaysia Please answer all questions Please provide a tick () in the relevant areas 1. Name of Organization : Address: Telephone No.: Fax No.: Contact Person : 2. Please indicate the coures/programme relating to Library and information scienc that Ware offered by the organization. 3. years of course/programme commencement: 4. Objectives of course/programme 5. Please enclose the organisational sructure of the departmentlunit which offers the course/programme

26 ~~ ~ ~ ~ ~ 22 Education and training of library and information personnel in Malaysia 6. Level of course/programme ( ) a) Certificate (Please indicate) ( ) b) Diploma (Please indicate) ( ) c) Degree (Please indicate) 7. Duration of course/programme ( ) a) Semester ( ) b) Year ( ) c) Others (Please indicate) 8. Please enclose the list of subjects related to the field of library and information science 9. Please indicate the expected competencies from this cou rse/prog ra m m e ( ) a) skills in information searching ( ) b) skills in utilization of information ( ) c) knowledge in the importance of information, libraries and information centres ( ) d) ability to effectively manage libraries and

27 Educatioti and training of' library and itdi)nnation 23 persotitizl iti Malaysia information cent res ability to develop computerized library information systems ability to use computerized library information systems ability to disseminate knowledge others IO. Please indicate the available teaching and learning facilities 11. Library collections Collection 1. Books 2. Serials 3. Ausioviduals 4. Reports 5. Others Total Numer of Titles Total Number of Vols. Qua I if i ca t i on Ph.D. Master Bachelors Diploma Certificate Number Field

28 ~ ~ 24 Education and mining of library and information personnel in Mnlnysin 13. Please indicate any continuing education programme for the teaching staff. 14. Number of graduates since the establishment of the course/programme. Year Diploma Certificate Degree Master 15. Frequency of curriculum review: ( ) a) every Syears ( ) b) every3years ( ) a) every year 16. Course/programme development plans 17. Problems encountered in undertaking the course/programme Thank you for your kind consideration.