The current status and challenges of collaboration in library and information studies (LIS) education and training in Africa

Purpose - The purpose of this paper is to discuss the current status and challenges of collaboration in library and information education and training in Africa. Design/methodology/approach - The paper largely draws examples from experiential knowledge and observation; basic bibliometric analysis; and studying related institutional documents as well as African studies in the domain. Findings - Most of the library and information studies (LIS) schools are based in Anglophone Africa and located within universities. Common trends of LIS education are shared by most LIS schools in Africa. Major challenges facing LIS education include the regulation of student numbers, knowledge and diversification of LIS job markets, funding of LIS schools, the development of technology infrastructures both in quantity and quality, allowing efficient access and the continued development of education through short courses that provide new knowledge, skills and attitudes to LIS workers. Collaboration of LIS schools in the region is weak and largely informal. There is hardly any research collaboration amongst LIS schools in Africa. Research limitations/implications - Opportunities for collaboration that exist require initiatives, involvement and leadership. Organizing LIS schools workshops and pre/post conferences during national, regional and international conferences is an excellent way to begin unravelling a considerable portion of the current collaborative plight by engaging relevant stakeholders. Originality/value - The paper raises primary challenges and opportunities for collaboration in LIS education and training in Africa thereby providing useful, current information that should inform LIS educators, researchers, students and other stakeholders on the status and challenges of collaboration in LIS education on the continent.