Towards a Viable Curriculum: A Comparative Study of Curricula at the East African School of Library and Information Science and the Departments of Library and Information Studies of the Universities of Wales, Botswana, and Capetown

Autor/in	Kigongo-Bukenya, I. M. N.
Titel	Towards a Viable Curriculum: A Comparative Study of Curricula at the East African School of Library and Information Science and the Departments of Library and Information Studies of the Universities of Wales, Botswana, and Capetown
Quelle	In: Education for Information, 21 (2003) 2-3, S.113-148 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8329
Schlagwörter	Qualitative Research; Foreign Countries; Information Science Education; Comparative Education; Case Studies; Curriculum Development; Curriculum Evaluation; Curriculum Research; Stakeholders; Program Attitudes; Educational Development; Course Content; Botswana; South Africa (Cape Town) + Suchen Sie Ihr Suchwort? Qualitative Forschung; Ausland; Informationstechnologische Bildung; Vergleichende Erziehungswissenschaft; Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Research; Curriculumreform; Forschung; Bildungsentwicklung; Kursprogramm
Abstract	Applying a qualitative research design and using questionnaires, interviews, observation, focus groups, and debate, this study examines the phenomena and implications of change on LIS curricula, the stakeholders' perception of the current curriculum, the processes of curriculum design and review, and the impact of social, economic, political and technological factors at the East African School of Library and Information Science (EASLIS). For comparative purposes, experiences in the Departments of Library and Information Studies at the University of Wales (Aberystwyth), Botswana and Cape Town are also examined. Findings suggest the need for curricula policy, improvement of programme content both in academic and ICT aspects, indigenisation and harmonisation of programmes, the adoption of varied teaching methods, improvement of space, teaching, research and ICT facilities, internalisation of programmes and the introduction of a practicum are required at EASLIS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10