Assessment and Evaluation of LIS Education: Global Commonalities and Regional Differences – South Africa, New Zealand, and U.S.A.

Abstract

In this paper, we raise six arguments as follows: i) The assessment and evaluation of LIS education is largely done at institutional/university level where such qualifications are offered; ii) Countries have set up education and assessment mechanisms, for example qualification authorities (such as the South African Qualification Authority - SAQA) and related bodies that set and regulate education standards that work well for LIS education; iii) Professional associations in most countries, particularly in Africa and other developing regions, have no influence or control over LIS education; iv) The absence of a dedicated body or institution to regulate LIS education (which includes its assessment and evaluation) may not compromise the quality of such education, particularly if LIS education is provided within a university or another state-regulated Higher Education Institution (HEI) environment; v) Most LIS schools offer core LIS courses, but variations occur at institutional, regional and national levels in terms of the scope and depth of the core courses offered; vi) LIS education, particularly in less resourced countries where the harmonization of such education is preferred for improved cost effectiveness, is far more enriching and offers better job opportunities in the provision of information services. Finally the authors explore and discuss these arguments by using their experiences and related studies largely from South Africa, New Zealand, and the United States.

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