The developments in education in librarianship and information science in the last five years have been remarkable. They stem partly from the general development of higher education, and partly from the growing realization of the importance of library and information work in our present and future society. The introduction of the 1964 syllabus of the Library Association, and subsequently the postgraduate syllabus, was a landmark. Whatever criticisms may be made of these syllabuses, they placed education for librarianship firmly on a full‐time basis for the first time, and led to the rapid expansion and improvement of the library schools. My own experience as an examiner for the Library Association convinces me of the marked raising of standards that has resulted. A measure of internal examining has been introduced, and this is likely to be extended, thereby providing for a much greater flexibility in teaching and course work.
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