INTEGRATING THE CONCEPT OF SELF RELIANCE IN LIBRARY AND
INFORMATION SCIENCE EDUCATION IN NIGERIA: ISSUES AND PROSPECTS
Isibor Andrew, BLS
Kashim Ibrahim Library, A. B. U., Zaria.
GSM: 08032785145 Email: isibor_andy@yahoo.com
Umar Ibrahim, BLS, MLS, PhD
Department of Library & Information Science
A. B. U., Zaria. GSM: 08037022011 Email: umarahim2003@yahoo.com Abstract This paper examines the preponderance of unemployment and the dynamic role Library and Information Science educators and accrediting bodies are expected to play in ensuring that Library and Information Science graduates are well informed and adequately prepared for career opportunities. There are numerous career opportunities for Library and Information Science professionals in the information industry as long as they come up with strategies to reach out to members of the communities. Young graduates are increasingly shouldering the adverse consequences of the lack of economic reforms and the growing inability of the state to create jobs. By initiating, mobilizing and galvanizing their own resources in the quest for improving their standard of living, graduates can avoid the precarious dependence on government for white-collar jobs. The paper highlights how integrating the concept of self reliance into Library and Information Science education can enhance the career opportunities of Library and Information Science graduates. The paper recommends the creation of the Young Entrepreneur Association to empower Library and Information Science students with practical hands-on training in printing, publishing, marketing and event management.

INTRODUCTION
Education is the systematic process of teaching and learning which deals with the presentation of facts, ideas, skills and techniques in order to guarantee the continued existence of man and his environment. The importance of education has been proven to be a prerequisite for the harmonious functioning of any society. Education is responsible for the economic, social, and political growth and development of society in general. Education improves the functional and analytical ability of individual as well as groups and thereby opens up opportunities to achieve greater access to labor markets and livelihoods (Goel, 2010). The importance of education goes beyond the concept of being literate. It goes much deeper, in denoting a way of life and thinking. It elucidates the difference between the right and the wrong and helps inculcate good virtues. The fundamental purpose of education is to gain knowledge, understand the forms proper conduct and acquire technical competency in specific subject(s).
According to Madin (2011) library and information science involves the collection, classification, storage and dissemination of information. It is a field of study that emphasizes information as a powerful tool for personal, organizational and national development. Information is said to be an essential part of a nation's resources and access to it is one of the basic human rights; information is not only a national resource vital for scientific and economic progress but is also seen as a medium for social communication.
Ideally a bachelor’s degree in library and information science prepares students for careers in the information industry. This is because, more often than not, the course contents include the concept of information, information resources, information systems, information literacy and the concept of database and applications. The imperative for tertiary education is to raise higher-level employment skills, to sustain a globally competitive research base and to improve knowledge dissemination to the benefit of society.
Throughout life individuals are faced with a number of challenges, and it is the sole responsibility of such individuals to overcome the hardships that confront them. This is why it is imperative that each individual learns to be self reliant. To be self reliant means to be independent, resourceful and responsible. Fonchingong and Fonjong (2003) see self-reliance as a state of mind that regards one's own mental and material resources as the primary stock to draw on in the pursuit of one's plans and find emotional fulfillment in achieving the objectives by using one's own resources. Scholars suggest that central to the doctrine of self-reliance is the availability and utilization of the requisite skills and knowledge.
Goel (2010) believes that skills and knowledge are the engines of economic growth and social development of any country. Countries with higher and better levels of knowledge and skills respond more effectively and promptly to challenges and opportunities of globalization. Anyanwu (1992) posits that development or relevant skills and attitudes of a people can enable them to satisfy their basic needs, to grow self-reliant, and to minimize precarious dependence on agencies external to their community. Experiences of developing countries during the past decades have indicated that shortage of talents and skills needed for development can decisively retard economic progress (World Bank, 1995).
OBJECTIVES OF THE STUDY
The objective of this paper is as follows: 1. Identify the challenges confronting Library and Information Science Education in Nigeria. 2. Highlight career opportunities opened to library and information science graduates. 3. Elucidate on the relevance of self reliance to Library and information science education.
BRIEF HISTORY OF LIBRARY AND INFORMATION SCIENCE EDUCATION IN NIGERIA
The formal education for professional librarians began in 1887 at the school of Library Economy at Columbia College in New York City (Gollop, 1999). Library and Information Science education and training in Nigeria dates back to 1960 when the first LIS School was established at the University College Ibadan with the assistance of the Carnegie Corporation of New York (Abubakar and Hassan, 2010). According to Fayose (as cited by Abubakar and Hassan, 2010) increase demand for library and information professionals in the 1960s and throughout the 1970s resulted in the establishment of five additional library schools at Ahmadu Bello University, Zaria, 1968; Bayero University, Kano, 1977; University of Maiduguri, 1978; Imo State University, 1981; University of Nigeria, Nsukka, 1983. For example, the department of Library and information science, Ahmadu Bello University, Zaria founded in 1968, was the second library school to be established in Nigeria and the first to offer the Bachelor of Library Science as a basic program (Ahmadu Bello University, 2012).
Saleh (2011) reported that there are over fifty institutions comprising of universities (federal, state and private) polytechnics and colleges across Nigeria that offer library and information science programs at Certificate; Ordinary, National and Higher Diploma; Degree and Higher Degree levels. Edegbo (2011) observed that Library and Information Science education in Nigeria has come a long way and that several changes and developments in our society as well as all over the world present unique challenges. Consequently, he believes that Library and Information Science education in Nigeria today cannot be relevant without effective preparation of new generation of librarians.
CHALLENGES OF LIBRARY AND INFORMATION SCIENCE EDUCATION IN NIGERIA
The situation confronting the Nigerian educational system is as a result of many years of negligence on the part of stakeholders in the sector. Igbuzor (2007) reports that statistics show that federal government expenditure on education between 1997 and 2000 has been below 10%. When compared to UNESCO recommendation of 26% of national budgets, it comes as no surprise that the Nigerian educational system is witnessing deterioration. Given this state of affair, the result were unpaid teachers’ salaries, degradation of education facilities at all levels and strikes in universities and schools.
According to the Nigeria National Economic Empowerment and Development Strategy (as cited by Igbuzor, 2007) the delivery of education in Nigeria has suffered from years of neglect, compounded by inadequate attention to policy framework within the sector. Correspondingly, the Nigeria Millennium Development Goals 2005 (as cited by Igbuzor, 2007) reports that, literacy level in the country have steadily and gradually deteriorated, especially within the 15-24 years group. The report also indicated that as at 1999, the overall literacy rate had declined to 64.1% from 71.9% in 1991.
Consequently, the challenges that beset Library and Information Science education in Nigeria are very real and consequential in nature. According to Igwe (as cited by Edegbo, 2011) inadequate infrastructure, poor human and financial resources, lack of access to necessary information resources for learning and poor communication among key players in the library schools are some of the major issues library schools in Nigeria are contending with. In addition to the above, Edegbo (2011) believes that outdated/changing curricula is also a challenge plaguing Library and information science education in Nigeria. Technological development in our society has brought significant changes to Library and Information Science education all over the world, and that among these changes, the ones that are most visible and observable can be found in the Library and Information Science curricula. In a study titled “Justification for Reform in Library and Information Science Education in Nigerian Universities” Ozioko and Nwabueze (2010) observed that for Nigerian Library schools to face the challenges of the 21st century, the information studies programme in the various Nigerian library schools should undertake reform/innovation, which should emphasize information and communication technology both in theory and practice.
OPPORTUNITIES IN LIBRARY AND INFORMATION SCIENCE EDUCATION
Librarians are information specialists who enjoy diverse employment opportunities, ranging from jobs in public libraries and schools to specialized environment. Considering the strategic role Library and Information Science education plays in training manpower that are responsible for ensuring effective and efficient availability, accessibility and utilization of information, it suffices to juxtapose the assertion that Library and Information Science is critically positioned in society to fostering real development. Programs in library science cover the skills and knowledge needed in the information industry which can lead to a career in a library system, working in schools, universities, private companies and other public facilities.
Morse (2009) and Peterson (2009) opined that a degree in Library and information science equips graduates as information specialists who enjoy diverse employment opportunities, ranging from jobs in public libraries and schools to specialized environments. For example, Morse (2009) elucidated on the following careers:
Work in an Academic Library – Academic libraries are situated at colleges and universities. Librarian who work here are responsible for the provision of adequate information resources to support the teaching, learning and research activities of the parent institution. They are valuable aids to students and faculty in accessing and utilization of relevant information. In addition to this, an academic librarian can sometimes hold the same status as a faculty member, teaching students and holding conferences with faculty and scholars. A general degree in library science is usually sufficient for this job; a master’s degree would be an added advantage.
Become an Archivist – Archivists typically work in academic libraries or special libraries such as historical societies and museums. According to the Bureau of labor Statistics (as cited by Morse, 2009), the archival field is expected to grow 18 percent between 2006 and 2016. This career path is growing faster than most jobs, and may be good option for those interested in record preservation. A focus in archives and records management prepares students for this career path.
Become an Information Service Professional – Information service professionals provide research to corporations, writers or any other individuals needing information. Often, these professionals are freelancers who have developed excellent research and writing skills in their undergraduate and post-graduate studies. Extensive knowledge of a certain area of study may be helpful in this choice.
Become a Systems and Technology Expert – Technology experts may build websites, provide computer support, engage in programming and help organizations with storage, management and retrieval of records. A focus in information systems and technology will help a student become a systems and technology.
Be open-minded with a Library Science Degree – A master’s degree in library science will open a lot of doors in different careers, but graduates with that degree have to be creative. Library science graduates simply must employ the information gathering skills they gained in school and will have to use in their future careers, and apply them to job hunting. According to the U.S. Bureau of Labor (as cited in Madin 2011) Information science and Library science are a fast growing field which is expected to increase job creation than it is at the moment. Becker (2010) suggests that, if LIS is to maintain a leadership role in the next millennium, and if our educational system is to remain a viable pathway to that role, the demands of the new environment must be acknowledged and addressed.
LIBRARY AND INFORMATION SCIENCE EDUCATION AND THE CONCEPT OF SELF RELIANCE
Education has the potential to empower graduates to maximize their options, compensate for their disadvantaged position vis-a-vis job competition in the labor market and build a more secure future. Regardless of the circumstances, every graduate must be prepared to function in work environments whether as self employed or as an employee of an organization. It is imperative to employ some way of providing students with a better understanding of the demand of the labor market, possible career opportunities and a knowledge base that widens their horizon on being self reliant.
The concept of self-reliance is located centrally within the context of community development and is connected to related concepts like self-help, mutual help, indigenous participation and rural development. It advocates the need for people to improve their condition using local initiatives and resources in their own hands (within their disposal). The concept is fast being accepted as a new formula for community development (Anyanwu, 1992).
Fonchingong and Fonjong (2003) believe that failure on the part of the state leads to community members increasing bearing the adverse consequence of the economic downturn. And that the growing inability of the state to provide economic and social development by initiating, mobilizing and galvanizing their own resources in the quest to improving their standard of living has led to the popularity of the concept of self reliance.

LIS professional can pride themselves in the fact that the 21st century is an era for information professionals. Madu (2002) highlighted the indispensable role of LIS in society. He observed that societies risk stagnation unless they make constant provision for the injection and absorption of new knowledge. He further stated that libraries and information centers are intellectual store houses that serve as society memory. In line with these, Nkiko and Yusuf (2008) opined that a society without well developed libraries is comparable to a person without a brain and a memory.
Although, many factors play important role in the delivery of service, two elements in particular remain central to whether and how well the LIS profession will respond to the rapidly increasing challenges of the 21st century. Determination and renewed commitment on the part of LIS educators and Accrediting bodies to redefine LIS education curriculum so as to improve service outcome for all students; and the preparedness of students to think outside the box or go the extra mile in acquiring ICT related skills independently. Also Peterson (2003) makes the sound point that multiple efforts must be made concurrently if self reliance education in the LIS curriculum is to touch every student at some level during his or her program of study.
Marketing the concept of self reliance
The greatest secret to success in life lies in one's ability to foresee opportunity and make adequate preparation in anticipation (Isibor, 2009). There are numerous opportunities for LIS professionals if they come up with strategies on how to reach out socially excluded communities. This calls for engaging in innovative ways of repackaging information to meet the information needs of the various groups in our society.
A convenient approach that LIS educators could take to ensure exposure and insight relative to self reliance issues are inculcated in students, is providing campus wide, regular scheduled guest lecturers or programs during which issues and strategies relative to the information and service need of various constituencies would be examined and discussed. For example library services for the young people; orally shape societies (rural dwellers) and people with disability can form a crux for redefined training for self reliance in LIS education. More so, value added training should be provided in the field of ICT that can equip students to pursue a career in the information industry.
The creation of an association, (Young Entrepreneurs Association) specifically designed to empower undergraduates with entrepreneurial skills in publishing, marketing; event management etc should be implemented in all LIS schools. Some official jobs usually contracted out should be channeled to the association. For instance, the production of Departmental calendar, students' manuals, management of events and supplying of confectionaries to be used for departmental conferences, seminars and workshops etc can be handled by the association.
The challenge of training Library and Information Science professionals in orally shaped society requires a change in the curriculum so that it has local relevance. This will involve the need to widen stakeholders in the design, implementation and evaluation of the curriculum so that students are equipped with the relevant skills and knowledge to be creative and innovative in designing programs for local people who might not be able to read and write (Chisita and Abdullahi, 2010).
Das and Karn (2008) suggested that library and information professionals should strive hard to gain a far vision of 'who our customers are', 'what they want', and 'what are their social characters, values, desires, and aspirations'. In line with this, Becker (2000) suggested that there is a need to design curricula and courses that will provide students not only with an understanding of the traditions, theory, and research underpinning LIS, but also with the experience and skills that will prepare them to assume their role as the practitioners of tomorrow. Das and Karn (2008) believe that, the 21st century customer will place high value on self reliance, adaptability and survival under difficult conditions and the ability to do things.
CONCLUSION
As the population of graduates continues to grow exponentially and changes in information and services needs persist, LIS educators, need to re-examine the position and future direction of the field. Many challenges exist in the training of LIS professionals of the 21st century and to meet these challenges there is a need to improve the quality of teaching. The Library schools must redefine their programs to meet present realities. As Nyerere (1968) posited ''whether it be formal or informal, education should have a functional purpose that enable stakeholders to embrace the dictum of Adams Smith, 'that wealth of nations depends on their skills, dexterity and judgment with which labor is generally applied'.
For those institutions without comprehensive goals and objectives for addressing the peculiar challenges that students are likely to face at graduation, it may appear particularly burdensome to add another dimension to an already full agenda. However it is critical that LIS education administrators exploit all available means in pursuit of such ends. Ultimately, the effects of all those will be positive and long term and will radiate out from the LIS graduates where ever they find themselves.
RECOMMENDATIONS
From the foregoing discussion, it is imperative that the concept of self reliance should be incorporated in LIS education in Nigeria. This will introduce radical reforms in the curriculum of Nigerian LIS schools. Thus LIS educators through existing associations such as the Nigerian Library Association (NLA) and National Association of Library and Information Science Educators (NALISE) should reflect high commitment to regular and continuous review of the curriculum so that it integrates new and emerging technologies in the area of ICTS and hands on training. LIS students should be adequately trained on how to create outreach projects, write proposals, source for funds and effective project design, management and execution. It should be mandatory that all LIS schools create the Young Entrepreneurs Association and membership should be encouraged.

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