Steffan RücklInstitut für Bibliothekswissenschaft und wissenschaftlichte Information
Evelyn DanielSchool of Information and Library Science
[Annual report not received; minutes of meetings not received.]
Library and Information Science (LIS) Education in Europe: The Role of EUCLID in Curriculum Development and Equivalence of Qualifications
The paper briefly presents the tasks of EUCLID and discusses the problems of curriculum development and equivalence of qualifications in present Europe. The role of EUCLID is stressed.
Equivalence of Qualifications in Anglo/American Countries
The evolution of qualifying and accrediting library associations in Britain and British Commonwealth countries and in the USA is traced. Equivalence of first professional qualifications based on comp letion of courses accredited by the associations are examined. There is also reference to the problem of determining equivalencies between library schools in the same country and in the use of qualit y indicators.
Demands and Prospects for Equivalency in the Library and Information Professions and their Education and Training
The trend of information work in all its forms becoming more and more international is raising demands for equivalency in education of librarians and other information professionals. In this paper, " demands" for equivalency concern those needs and forces the library and information professionals must take into consideration in regard to their professional education and competencies, career devel opment and status both within the profession and among other professions. The demands are intensified by such factors as changes in economy, changes in political climate, developments in regional and national administrative structures, and changes in educational and cultural goals. "Prospects" for equivalency are considered here as changes or opportunities for library and information professiona ls to promote their educational and career opportunities, which are realized through continuing education and comparison of professional qualifications and competencies both within the profession and with similar professions or similarly educated groups of professionals. The demands for equivalency are considered urgent both by educators and professionals in countries which must establish or inc rease cooperation with other countries. In so far as formal education and training are considered, efforts to establish the criteria for creating and evaluating equivalency have been the focus of bil ateral or multilateral agreements concerned only with some parts of formal education and to a lesser degree with continuing education.