Library and Information Science (LIS) Education in Universities in North-West Geo-Political Zone of Nigeria: Perspective and Challenges
Bappah Magaji Abubakar PhD; Musa Abdu Auyo PhD

Nigeria is a country that is geographically positioned on the coast of western Africa. It covers an area of about 924,000 km2. It is bordered on the north by Niger Republic, on the east by Chad and Cameroon, on the south by the Gulf of Guinea, and on the west by the Republic of Benin. The north-west Geopolitical zone of Nigeria was created from parts of the former Northern Region of the country. It comprises seven states namely: Jigawa, Kaduna, Kano, Katsina, Kebbi, Sokoto and Zamfara. It is mostly populated mainly by Hausas and Fulanis. Generally, Library and Information Science (LIS) education is usually discussed within the framework of education and the particular environment where it is offered. Additionally, global trend is also an issue of consideration in any meaningful discussion. LIS education in Nigeria started in 1960 with the establishment of the first Library School at the then University College Ibadan now known as the Department of Library, Archival and Information Studies, since then, LIS education has made significant progress and contribution to the education and training of Library and Information professionals in Nigeria and even beyond. As a result, LIS education courses are provided at different tertiary institutions i.e. Universities, Polytechnics and Colleges. This paper explicitly reports on the current status of LIS education/curriculum in universities in North-West Geopolitical zone of Nigeria. It provides an overview of the institutions in the zone providing LIS courses at various levels, namely: Ahmadu Bello University, Zaria, Bayero University, Kano, Umaru Musa Yar’adua University, Katsina and Yusuf Maitama Sule University, Kano. The discussion gives particular attention to the types of programmes these LIS schools offer, teaching/learning resources, curricula content and the number of academic staff in each of the institutions. The paper also examines the challenges faced by the LIS schools; and as well recommends measures for overcoming the challenges.

Full Text: PDF     DOI: 10.15640/jlis.v7n2a7