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Discusses issues relating to professional development and manpower training in Kenya. Provides background information on the libraries and information sciences training programmes situation. Gives attention to issues and trends affecting the information profession in training, curricula development, application of information technology, cost of information materials and the crisis in supply and demand in regard to manpower development in the information profession. Suggests that institutions for training information professionals need to observe the supply and demand trends in their environment and to adjust both the curricula and intake of trainees to the national situation. The training institutions also need to broaden the courses offered in their programmes to include computer skills, communication studies, economics of information, marketing, research methodologies, management, publishing and booktrade, resource sharing and continuing education. The market for information professionals needs to be provided with products with diversified knowledge and skills. Concludes with observations on how the problems of manpower development and training in information sciences in Kenya may be handled.

An attempt is made to illustrate the multi‐faceted and multifarious nature of human resource development worldwide, following a definition of it and a description of how it operates in a number of countries throughout the world, including the US, the EEC countries, India, Singapore, Japan, Australia and New Zealand. The roles and functions of HRD practitioners are examined, and the competences required listed. A short history of the International Federation of Training and Development Organisations is offered and a list of conferences described.

Library automation has both tested the educational preparation of librarians and created new educational demands. Four major consultants—James E. Rush, Jose‐Marie Griffiths, Wilson M. Stahl, and Rob McGee—discuss the competencies currently required of professional librarians, consider the extent to which new graduates and working librarians possess these qualifications, and identify methods by which organizations and individuals can realize the goal of professional competence. In addition to addressing formal educational programs, the consultants place a great deal of emphasis on continuing education. Continuing education must become a job requirement; library managers must be responsible for creating, encouraging, and supporting such opportunities for individuals and the total organization.

Changes in libraries and the expectations of their clientele are related aspects of LIS training. Those changes, like the use of IT, computers, communications, Internet, and multimedia, increase expectations of users about the quality of the library services. This article describes the need and impact of continuing education programmes (CEP) for library and information science (LIS) professionals in India, particularly for college librarians. For this, a survey was conducted to asess the impact of CEP courses organised by different agencies in the field of LIS. The results of the survey are presented in this paper.

Until the past few years, distance education has been slow to find support in the USA, particularly for advanced degree programmes. As distance education gains popularity in the USA, academic departments in US colleges and universities have seen the opportunity to expand into off‐site programmes. Much attention has been given to the logistics and methodology of teaching such off‐site courses. Less attention has been given to providing information services for the off‐site programme. This paper discusses the collaboration of the University of Virginia Library with the UVa Division of Continuing Education to provide library services for off‐site students.

To reiterate and update previous work in this area in the light of intervening developments in educational technology; and in particular to demonstrate the value of distance education for those sections of Pakistani society who are not well served by conventional educational methods. Those in need of workplace learning and similar forms of educational outreach are an important subset of this population.

This is a historical account of distance learning in LIS education in Pakistan, with particular reference to the role of the Allama Iqbal Open University (AIOU), and also some conclusions and pointers for the future drawing on developments from 1999 to date.

Distance education has a unique role to play in Pakistan, where high university drop‐out rates in conventional Higher Education, the need for outreach to the remote, rural poor, and the social barriers placed between women and participation in traditional education are notable features of social and educational life.

This paper presents some of the challenges to be faced by practitioner researchers in helping further understanding of how distance learning and education can be offered successfully to a variety of sections of Pakistani society, including those with a need for vocational training in general and for continuing professional development in the workplace in particular.

The example chosen of Allama Iqbal Open University (AIOU) gives a practical context to the paper's assertions about the value and potential of distance education in the developing world.

The paper gives some insight into how ‘developed’ world models of distance education, delivered via the new media, might offer the way forward to existing distance education activities in the developing world.

The purpose of this article is to review the extant literature on CPE amongst nurses and concentrate on discovering the factors that motivate and inhibit participation in CPE for nurses in Ireland.

A review of the literature was carried out on continuing professional development amongst nurses in Ireland, the UK, the USA and Australia. From this, research hypotheses were developed. The primary research concentrated on a cohort of practicing registered nurses participating in a CPE course at a third‐level institution in Ireland. A questionnaire was used that contained both open and closed‐ended questions.

The main barriers to participation in CPE were lack of employer support and the difficulty of balancing home‐life, work and study. The main motivators for participation in CPE were improving self‐esteem and confidence and the expectation of increased opportunities for promotion for those with higher educational qualifications.

A relatively small non‐random sample was used. Therefore, the results may be generalized only with caution.

A number of implications for HRD practitioner emerged. These included overt recognition of prior ward‐based learning, increased financial support, increased study leave and the need for the HRD practitioner to champion the cause of CPE.

In order to ensure a highly efficient workforce, providing the highest possible standards of care to patients, the health sector needs its workforce to constantly update their knowledge and skills. Therefore it is an important time to consider the factors that aid and inhibit participation in CPE, a common method utilized to achieve this aim.

This paper aims to discuss the challenges posed by the contemporary library environment, which are the results of ICT and the digital revolution, and call for developing new competencies and skills as well as a new set of proficiencies. It also seeks to analyse the role of professional bodies, especially in India, in preparing librarians to meet these challenges.

Part I of this paper on emerging trends in academic librarianship at the global level has been consolidated from the literature that has discussed this problem in various forums, and from personal experience. Part II principally assesses the role played by library associations in preparing professionals to face the challenges offered by trends that emerge from time to time. This is done with the aid of a case study of the Indian Association of Special Libraries & Information Centres (IASLIC), Kolkata (India). A questionnaire and personal interviews were utilised to gather information and opinions.

It is found that the modern academic librarian, besides the common attributes, should be technology‐savvy and eager to learn and adopt any technology development for the benefit of users. Regular updating of professionals is sine qua non. In the Indian context, it is found that professional bodies like IASLIC did play a yeoman's role in bringing India to the forefront of global librarianship. It is concluded that India does need a well‐laid out policy and programmes of updating and equipping its librarians continuously and can benefit from the experiences of ALA and CILIP.

This is the first time a study of IASLIC has been conducted from the angle of its role in meeting the new challenges posed by ICT. This study should benefit all professional bodies in India in their education programme.

The purpose of this study is to determine the outcomes of continuing education programs that are being carried out, either having positive or negative effects on the personal and professional lives of the participants.

The research method used for this study was a survey, which had been based on findings derived from a comprehensive literature review. The data collection tool was an online questionnaire with a five-point Likert scale. Questionnaires were circulated to the 120 library professionals equally divided among three online discussion groups which have high rate of library professionals’ memberships: Pakistan Library Automation Group, Pakistan Librarians Welfare Organization (PLWO) and Pakistan Library Club through emails. The 100 completely filled questionnaires were received and so the response rate was 83 per cent.

The study concluded that continuing education programs (CEPs) had positive effects on the participants’ professional as well as personal lives. The results revealed that CEPs improved librarians’ professional knowledge about digital resources, library automation and management systems, searching techniques, library management and skills regards team work. The effect on their personal lives was also noticeable: helped them to build confidence, increased personal interaction and developed their ability to research, leadership, communication and managerial skills. Therefore, the study clearly indicates that CEPs proved very helpful in capacity building of professional librarians.

The paper clearly addresses the effects of CEPs on participants’ professional and personal lives. As expressed, the results CEPs are playing an important role in the capacity building of professional librarians. This study will stimulate CEPs managing associations or organizations to check outcomes, whether they are valuable for the participants.

This paper reports the effects of formal or informal training sessions on LIS professionals’ professional and personal lives.

When I began to consider this topic I was struck by the number of times I wrote the word ‘change’ in my preliminary notes, and change is really the theme or leitmotiv which runs throughout this paper. I shall look first at a number of issues which are changing the use of information and the nature of information work Those changes have implications for the future information workforce and for the education and training of that workforce. Next, I shall briefly describe the way in which the main providers of information education and training are themselves changing to meet the new demands. Specifically, I shall discuss developments within library and information schools, the provision of continuing education against the ever present backcloth of reduced budgets and inadequate funds, and finally I shall touch on the development of the New National Vocational Qualifications in library and information work.