DOCUMENT RESUMEtries are in Asia. They are China, India, Indonesia, Japan, Bangladesh and Pakistan,...

ED 288 778

TITLEINSTITUTION

PUB DATENOTEPUB TYPE

EDRS PRICEDESCRIPTORS

DOCUMENT RESUME

SO 018 487

Information Networking in Population Education.United Nations Educational, Scientific, and CulturalOrganization, Bangkok (Thailand). Regional Office forEducation in Asia and the Pacific.8594p.Reports - Descriptive (141)

MF01/PC04 Plus Postage.Developing Nations; Information Dissemination;*Information Networks; Organizational Development;*Population Education

ABSTRACTThe rapidly increasing body of knowledge in

population education has created the need for systematic andeffective information services. Information networking entailssharing resources so that the information needs of all networkparticipants are met. The goals of this manual are to: (1) instill inpopulation education specialists a more favorable attitude toward theuse of information; (2) illustrate how information networkingfacilitates the flow and use of information; and (3) provideguidelines and procedures for establishing an information network inpopulation education. Chapter 1 describes the purposes and theimportant elements that a network must possess to functioneffectively. Chapter 2 examines various types of information networksand presents sample models. Reasons for establishing networks aregiven in chapter 3. Chapter 4 describes criteria for selectingorganizations to become members of networks. Steps for establishingan information network are detailed in chapter 5. Chapter 6 outlinesthe functions, technical services, publication program, informationpackaging, and other aspects of networks. Chapter 7 describesexisting population information networks and provides models toillustrate their structure. (SM)

a,*************

Reproduct*

**************

*********************************************************

ions supplied by EDRS are the best that can be madefrom the original document.

*********************************************************

CD

N-COCD

C.)

VO

t>c)

O

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

VI eM

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

U E DEPARTMENT OF EDUCATIONOffice of Educational Rosaarcn and Imprommm

ED TIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been mproducedreceived from the person or organizationoriginating itMinor chanties Mom been made to improvereproduction Quality

Points of mew or opinions stated in ibis docirmnt do not icssanly repmsent officialOERI position or policy

ilia Porno;.0

9 c

UNESCO Principal Regional Office for Asia and the PacificManual on information networking in population education.

Bangkok, 1987.98 p. (Population Education Programme Service)

1. POPULATION EDUCATION INFORMATION/LIBRARY NETWORKS. 2. POPULATION EDUCATIONINFORMATION EXCHANGE. 3. POPULATION EDUCA-TION DISSEMINATION OF INFORMATION. I. TITLE.II. SERIES.

P029.9

O

3

FO MA 1

DIU

1

POPUL 1

EDUC

Population Education Programme ServiceUNESCO Principal Regional Office for Asia and the PacificBangkok, 1985

4

© UNESCO 1987

Published by theUNESCO Principal Regional Office for Asia and the Pacific

P.O. Box 1425, General Post OfficeBangkok 10500, Thailand

Printed in Thailandunder UNFPA Project RAS/86/P13

For wider use and dissemination, sample lessons developed by theUNESCO Regional Office fo. Education in Asia and the Pacific and theNational Population Education Programmes of the Member States may befreely reproduced. For lessons which were produced by private agencies inthe region as well as other international agencies, permission to reproduceshould be requested from the original publishers.

The designations employed and the presentation of material throughoutthe publication do not imply the expression of any opinion whatsoever onthe part of UNESCO concerning the legal status of any country, territory,city or area or of it.c authorities, or concerning its frontiers of boundaries.

5

CONTENTS

Introduction P. 1

Chapter OneDefinition of a Network

P. 9

Chapter TwoTypes of Network Structures

p. 15

Chapter ThreeReasons for Networking

p. 25

Chapter FourI 13' 35

Choosing Network MembersINetworkl

Chapter FiveGuidelines for Networking

p. 43

Chapter SixNetwork Functions/Activities

p. 67

Chapter SevenNetwork Examples

p. 83

References p. 97

INTRODUCTION

The recent decade has witnessed, in Asia and the Pacific, a vast expansion of the populationeducation programme. This rapid expansion can be attributed to the population pressure which isblocking the development in the region. About 2.900 million out of the world's total population of4.900 million people, or 58 per cent, lived in Asia in mid-1986. Six of the ten most populous coun-tries are in Asia. They are China, India, Indonesia, Japan, Bangladesh and Pakistan, with a combinedpopulation of about 2.3 billion. The rate of population growth in the region was 1.8 per annum,which means an addition of at least 50 million people per year.

It is estimated that by the year 1990, 58.8 per cent of the world's population will live in Asiaand the Pacific a vast number of people who will have to face the harsh reality of shrinking arableland and forest areas, dwindling mining and other non-renewable mineral resources, deterioratinggrazing lands, and declining energy sources. Employment, housing, education and health services maybe even more scarce by then. All of these will have adverse effects on the quality of life and develop-ment efforts in the region.

WHAT IS UNESCO'SPOPULATIONEDUCATIONPROGRAMMESERVICE FORASIA AND THEPACIFIC?

Recognizing the need for educational action to alleviate thepopulation problem, UNESCO has developed population educa-tion programmes at the global, regional and national levels. TheGeneral Conference of UNESCO at its seventeenth session adoptedresolution 1.221 authorizing the Director-General to pursue andundertake activities designed, inter alia, for the promotion ofpopulation education.

To carry out this mandate in the region, a PopulationEducation Programme was established in the (then) UNESCORegional Office for Education in Asia and Oceania, in Bangkok(now the Principal Regional Office of UNESCO for Asia and thePacific) in 1972 and financed by the United Nations Funds forPopulation Activities (UNFPA). The programme is manned bythree Regional Advisers and a Documentation Specialist in Popula-tion Education in Bangkok, and a Regional Adviser fo: the Pacificposted in Suva, Fiji.

1

7

Information networking on population education

OBJECTIVES OFTHIS MANUAL

CONTENTS

CHAPTER ONE

CHAPTER TWO

CHAPTER THREE

CHAPTER FOUR

CHAPTER FIVE

CHAPTER SIX

CHAPTER SEVEN

This manual is aimed at:

Creating among the national population educationauthorities a favourable attitude towards the use of informationand an understanding of how a system for information networkingand resource sharing can facilitate the flow and use of informationfor the improvement of the population education programme.

Providing guidelines and procedures for establishing aninformation network on population education;

Describing various networking activities which can beimplemented to promote the use of information at a nationaland regional level.

This manual comprises seven chapters.

Describes, what an information network is, the objectivesand characteristics of a network and the important elementswhich a network must possess to function effectively.

Examines various types of information network, each typewith sample models that can be adopted by national popula-tion education programmes.

Provides the reasons why countries with population educa-tion programmes should establish an information networkand how librarians and information personnel can bemotivated to either join or establish an information networkin population education.

Provides criteria for network organizers in selecting the kindof organizations which should become members of an infor-mation network, and inversely provides criteria forpotential members in selecting which information r. :t'vorkto join.

Describes in detail the different steps for establishing aninformation network and gives concrete examples for eachstep to show how countries can apply them in their ownset-up.

Discusses the different functions and activities that can beimplemented by the network members showing at one pointhow each of these activities can be assigned to networkmembers according to functions, locations and types oforganizations.

Describes various existing information networks in popula-tion, science and education for adaptation in the popula-tion education field.

28

-I-

U

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

POPULATION EDUCATIONINFORMATIONAN OVERVIEW

GROWTH OFINFORMATION

There has been a rapid increase in population informationas a result of rapid expansion in population education programmes.For example, in the 1970s, only six countries implementedpopulation education programmes on a national scale. Today, 15countries in Asia and tm in the Pacific are implementing nationalpopulation educa ion programmes, with funding support from theUnited Nations Fund for Population Activities (UNFPA) andtechnical assistance from UNESCO. The expansion has generatednew insights and knowledge about innovative approacnes andmethodologies of promoting a rational understanding about theeffects of population growth and dynamics to the quality of life.It has also affected very large segments of the population,thousands of institutions and millions of teachers and learnersboth in-school and out-of-school.

Because of this fast developing body of knowledge andexperiences in population education and tie increasing numberof personnel and target audiences that are invoived in the pro-gramme, the need for systematic and effective documentation andinformation services has been recognized in the region. Planners,and policy-makers who design and initiate population educationprogrammes should have access to information on the experiencesand lessons learned by others who carried out similar programmes;the practitioners, e.g., trainers, curriculum developers andteachers, should have access to innovative methods, approachesand materials which they can use to mere effectively carry outtheir tasks. These require, from the point of view of documenta-tion and information, well-developed systems and tools for thecollection of information, and its processing and repackaging intothe right forms for dissemination to the right users at the righttime.

Previously, other matters, such as the preparation oftraininb materials and the training of teachers and trainers, haveglossed over the need for the development of effective informa-tion and documentation services. Countries with populationeducation programmes now realize that documentation andinformation are important basic services which underpin alleducational activities and are essential for their success. Con-sequently, many of the Member States provide some budgetallocations for the purchase of books and audio-visual materialsto build and systematize their population education collection orresource base.

3


DEVELOPMENT OFINFORMATION/DOCUMENTATIONSERVICES :AN OVERVIEW

For the region as a whole, the development of informationand documentation services in the field of population education,has been gradual. A number of countries are still in the initialphase of setting up information collection/resource bases, priorto establishing proper information/documentation centres.

The stage of development of information/documentationcentres varies from country to country, with differences notedin their organization patterns, location, mandate and size. Theirlocation and organizational set-up is better understood if viewedin the proper context with regard to the placement of the popula-tion education programme in the Ministry of Education. Allnational population education programmes are executed by theMinistry of Education. Within the Ministry, some countries haveestablished a separate and independent unit while some are a partof the curriculum development centre, non-formal unit, secondaryschools or the research unit of the Ministry.

While some of these national population education pro-grammes are well equipped and well-manned, some are onlymanned by part-time personnel and others are run by one personon a full-time basis. Consequently, the manpower status of thepopulation education programme :las also given rise to the type ofpopulation education information infrastructure existing atpresent in the countries.

1. The first of this type is where the collection has beenorganized within the office of the national population educationitself, such as in Bangladesh, Indonesia, Malaysia, Thailand,Pakistan, Sri Lanka and Nepal. In most countries, populationeducation collections are maintained on a part-time basis by oneof the programme officers.

2. In China, India, Philippines, Maldives and Viet Namtheir collections are included in the main library of the Ministryof Education or in the library of one of the departments whereinpopulation education is being implemented, such as the Depart-ment of Non-Formal Education and the National Council ofEducation Research and Training (NCERT).

The countries which have established a separate populationeducation collection within the library to facilitate easier retrievalof information by the users include China, Philippines, Viet Namand Maldives. On the other hand, India has incorporated thepopulation education materials into the stream of the main collec-tion of the NCERT Library.

At the local level, the following parallel developments havealso emerged:

a) In India, the establishment of population educationcells in the State Council of Education and Research and the StateInstitute of Education in 28 states and union territories.

b) In the Philippines, the establishment of populationeducation programmes in the 13 regional offices of the Ministryof Education.

c) In China, the establishment of population educationcourses in 26 pedagogical institutes and middle schools.

4

10

STRENGTHS ANDWEAKNESSES

Structure

1. As part of the office ofthe national popula-tion education pro-gramme.

2. As part of the mainlibrary.

An overview

In all cases, population education collections have also beenestablished at the local level as an integral part of the nationalpopulation education programme or as part of the main library ofthe parent organizatica concerned.

Either way of establishing an information and documenta-tion service that is, within the office of the national populationeducation programme or incorporated in the main library of theparent organization implementing the national population pro-gramme has its strengths and weaknesses. These are shown inthe following table.

Strengths Weakness

a) Immediate access to and useof materials by populationeducation personnel.

b) Functional organization ofmaterials especially if orga-nized by a subject specialist.

c) Ability to process, analyse,consolidate and repackageinformation for use by pro-fessionals because of subjectspecialization.

a) Thorough processing and pro-per cataloguing of materials.

b) Availability of facilities anda range of services includingdocumentation materialswherein population educa-tion can be included.

c) Existence of a library bud-get which can also partlybenefit population educa-tion.

a) Inefficient cataloguing andmaintenance of the collec-tion as well as absence ofsome documentation acti-vities, if the programme issupervised by a subjectspecialist.

b) No budget for informationservices.

c) Absence of library facili-ties and inability to pro-vide library services.

d) No systematic programmeof disseminating collected,repackaged or analysed in-formation to users outsideof the professional staff ofthe organisation.

a) Users in the populationeducation field are notgiven priority attention.

b) Population education ma-terials are not highlighted.

c) Since librarians are notsubject specialists, infor-mation provided may notbe as useful and appro-priate as required.

For example, in the case of second condition, in India,population education titles are included in the NCERT library'saccessions list. In Viet Nam and China, the translation and publi-cation of population education materials are undertaken as part ofthe general translation and publication programmes of the respec-tive countries.

5

Inf Irmation networking on population education

UNESCOPOPULATIONEDUCATIONCLEARING HOUSE

For the region as a whole, the groundwork has been laidfor the establishment of information exchange and resourcesharing in population education. In some countries, populationeducation collection/information resource bases have been estab-lished in the central offices or at the state/regional district/provin-cial branch of the population education programme. (A completelist of these bases and their addresses are in the Annex).

The rapid production of reports, research studies, curri-culum and instructional materials, training syllabuses and manuals,audio visuals and video tape materials on various aspects ofpopulation, by the parent organizations of these resource bases,has placed considerable demands on the ability of informationpersonnel and on the ability of users to maximize use of thematerials, now totalling up to 5,000 titles. A challenge is how tosystematically tap such wealth of available materials so that theycan be properly used for population education purposes. Thesepopulation education collections and libraries have attempted togather all the resources necessary to meet the needs of theirclientele and users. If they are to continue to meet the needs ofthe users in an effective way, increased co-oper*ion and resource-sharing are vitLL As it is, on the national level, very limitedresource-sharing is going on. To persist in a parochialisticapproach will inhibit attempts to make the maximum use ofpopulation education information. Furthermore, since most ofthe UNFPA-funded population education programmes give verylow funding support for acquisition and information services, it ismore functional and efficient to pool resources together to avoidduplication and to maximize existing information services.

MICI 5CLEARING HOUSE

SERVICE FORPOPULATION EDUCATION

Tf

At the regional level, however informally, there exists inAsia and the Pacific some networking or information sharing inpopulation education. Orchestrated and co-ordinated by theUNESCO Population Education Clearing House, information onthe experiences and innovations in population education generatedby Member States are gathered, consolidated and disseminatedthrough the Clearing House publications and enquiry services. Itsredistribution programme, whereby multiple copies of outstanding

6

12

An overview

population education pthlications produced by national populationeducation programmes are collected and distributed to MemberStates, further facilitates information flow and exchange.

These information and materials are further announced andpublicized in the region through various information /documenta-tion tools such as accessions lists, abstract-bibliography seriesand newsletters, booklets and packages. These are brieflydescribed below.

-....wirrIll

Consolidation, repackaging and dissemination ofnational bibliographies on population education, to alert users tothe availability of documents/publications produced by nationalpopulation education programmes.

Publication of the UNESCO Population Education inA; is and the Pacific Newsletter to provide a systematic exchangeof intortnation through its network of correspondents.

Transformation and repackaging of curriculum andtrainin' materials, research studies, lessons and syllabuses intobooklets, manuals and packages.

Mobilization of other sources of information fromMember States and other UN agencies and international infor-mation centres engaged in population education, as may berequired when replying to users' queries.

Publication of a directory of UNFPA-funded andUnesco-assisted national population education programmes inAsia and the Pacific to provide direct communication link betweenpopulation education programmes and the sources/producers ofpopulation education information.

Assistance to national population education pro-grammes in building their information services infrastructures byhelping countries identify useful materials to comprise theircollection and in the actual procurement of these materials as wellas through donation.

Another form of UNESCO assistance is the provision oftraining to develop the skills of information/documentation per-sonnel in organizing and maintaining population education infor-mation resource bases.

The UNESCO Gearing House performs its coordinatingrole within the directed type of network that exists in the region.Bilateral or multi-lateral information exchange, undertakendirectly among countries, has yet to be developed.

At present however, the most pressing need is for net-working at the national level. Recent developments have beenpromising. More and more infrastructures for information/documentation services are being set up. Population educationpersonnel are being trained on documentation and informationservices. Some countries have decentralized their populationeducation programmes at the regional, state or district levelfacilitating the establishment of a nation-wide information net-work.

13

Chapter One

DEFINITION OF A NETWORK

9

14

CHAPTER ONE

NON OF

WHAT IS ANINFORMATIONNETWORK?

A network is a form ofarrangement or an administrativestructure that links a group of indi-viduals or organizations who haveagreed to work together and/orshare resources. Information net-working entails the sharing ofresources so that the informationneeds of both actual and potentialusers of information from thelocal to national level of allnetwork participants are met.

Examples of network sys-tems for China. India, and thePhilippines are illustrated.

Definition of a network

CHINA

The national focal point is located in the Population Educa-tion Programme of the State Education Commission in Beijing.Network members comprise 26 pedagogical institutes and middleschools offering population education courses.

ULATION EDUCATIONLL .PROGRAMMEROGRAMME

y)(Librar (State Education Commission)

MIDDLESCHOOL(library)

DAGOGICAINSTITUTE

(library)MIDDLESCHOOL(library)

INDIA

PEDAGOGICALINSTITUTE(Library)

MIDDLESCHOOL(Library)

PEDAGOGICALINSTITUTE

(Library)

MIDDLESCHOOL(Library)

The network consists of a national focal point or co-ordinat-ing body located in the population education cell of NCERT inNew Delhi. Network members comprise libraries or collectionslocated in the Population Education Cells of the State Council ofEducational Research and Training (SCERT) and those located inthe State Institute of Education (SIE) or Regional College ofEducation (RCE) in other states. At present 28 states and unionterritories are implementing population education programmes.

SCERT(library)

SIE(Library)

National Council for EducationalResearch & T ( NCERT)

LIBRARY

SCERT(library)

11

SIE(library)

SCERT(library)

SCERT(library)

RCE(Library)


THE NATURE OFINTERDEPENDENCEAMONG NETWORKMEMBERS

In an information network,more than two participants areengaged in common patterns ofinformation exchange through cer-tain types of communications forpurposes which are specified,limited and functional.' Fore xample, a number of libraries gettogether, nominate from amongthemselves a co-ordinator and agreeon a programme of activities andtheir system of operation. Thene very member provides the con-tribution according to the rulesdevised together.2 Clearly net-works are created because of theirperceived benefits. Institutionsworking as a group, rather thanindividually, stand a better chanceof solving common problems easily,more quickly and effectively.

PHILIPPINESI4

The national focal point or co-ordinating body is located inthe library of the Ministry of Education, Culture and Sports(MECS), based in Manila. Network members comprise librariesor collections in the population education programmes based in13 regional MECS offices throughout the country.

MECSReg. 1

(Library)

Ministry of Education MECSCulture and (MECS) Reg. 8

(LIBRARY) ®(Library)

MECSReg. 2

aibiwY)

MECS

Ref- 3(Library)

MECSReg. 7

(Library)

MECSReg. 6

(Library)

MECS MECSReg. 4 Reg. S

(Library) (Library)

, Fs

A library without any reproduction facility, such as aphotocopying equipment can tap the photocopying servicesof another library which is a network member.

Quite naturally, there is interdependence among networkmembers in their roles as nodes or as links. Nodes are senders orreceivers of information (e.g. libraries, documentation centres,information centres, population education programmes), whilelinks are channels through which information passes (publications,computers, mass media, messengerial or delivery modes)?

To put its functions simply, a network collects informationfrom its members, processes it and uses it in activities agreed uponby the members.' For example, a list of holdings on populationeducation may be gathered from every network member, thenprocessed into a union catalogue or subject bibliographies fordissemination and use by the users of all the network members.

12

16

NETWORKMEMBERSHIP

Information network mem-bers may comprise individuals ororganisations located in differentplaces and bound by an agreementto pursue common goals withincertain parameters: what does thenetwork exist for? who are quali-fied to join it? what costs are to beshared? The negotiation of mutual-ly acceptable agreements and poli-cies is central to an informationnetwork.

ESSENTIALNETWORKOBJECTIVES

The essential objectives of apopulation education informationnetwork are identify and estab-lish better ways of improving theflow of population education infor-mation among member institutions.

NETWORKELEMENTS

Networks pose fascinatingproblems of managing people andresources, both within the networkand among the individual networkmembers.'

Diverse groups engaged ininformation services must organise,arrive at common objectives, andthen assemble and direct the re-sources or men, money, machines,methods and management skills todo the work.7

I[

1

Definition of a network

Information networks usually have the following basiccharacteristics:5

the members z.re located in different plcces (e.g.regions, states, provinces or districts);

they have ways of organising and transmitting informa-tion or data (e.g. the collection of data based on a standardclassification system or the use of computerised storage/retrivalsystem);

there is two-way communication and transfer ifinformation among the members; and

they have information resources and produce publica-tions and documentation for members.

The effectiveness of network operations is determined to agreat extent by the members' level of commitment to the net-work's goals, the extent by which members are made aware ofone another's activities, the compatibility of the informationsystems and services of members, the design of co-operativeworking arrangements to develop and strengthen information flowamong members, and the support extended to the network bymembers and/or their parent organisations or by the governmentagencies to which they report. However, the most importantfactor is the members' perception of network benefits and howthese benefits can offset the cost of their membership in the net-work.

Success in network operations is made or delayed dependingon how the following essential elements come together in anetwork'

I. Significant level of financial and organisational com-mitment from members

2. Consensus among members on policies, objectives,operational agreements, rules and contracts which are drawn upby the network members to ensure balanced distribution of theworkload among the members, as well as their equal access tonetwork information and services

3. Members' flexibility/ability to conform to a groupdecision/effort; unwillingness/inability to conform results inunbeneficial use of the network

4. Complementarity of two or more nodes which haveelected to come together based on the following factors:

their essential nature/functions (e.g. library, docu-mentation centre, information centre, data analysis, referralcentre);

their unique capabilities or services (e.g. bibliogra-phical apparatus, holdings, computerized se,vices, researchservices); and

13

1 7


their geographical location/position in an organisa-tional hierarchy (e.g. as a part of a bigger organisation, or as anindependent information centre)

5. Agreements concerning the assignment of roles/tasksand adherence to specific guidelines. (Members' participationshould be commensurate with their commitments and efforts soas to maximise the benefits of the network).

6. Identification of categories of user groups and theirneeds and delegating responsibilities to the respective nodes forproviding services to specific user groups and answering theirspecial needs.

7. Provision of immediate facility for communicationamong members to enable them to interface with each other.Such capability fosters mutual assistance among network mem-bers and enables them to call upon one another for assistance.A directory is compiled and used to identify the expertise ofmembers. Individual requests for their expertise are coursedthrough a switching centre which in turn forwards them to thenetwork concerned. Provision is made for members to send aswell as to receive information using such facilities as computers,telephones, messengerial services and other channels of commun-ciations.

8. Development of common standards that foster under-standing among the nodes (i.e. standards for organising the collec-tion and for the storage/retrieval of information).

9. Formulation of guidelines in the selection of thenetwork's materials/literature collection, ranging from books tomicrofilm.

10. Collaborative development of resources. This caninclude provision for co-operative acquisition and the strengthen-ing of local resources for frequently used materials. The develop-ment of multi-media resources is considered essential.

11. Development of a central bibliographic record tofacilitate location of items within the network.

12. Formulation of evaluation criteria and procedures toenable the nodes to receive feedback from users on ways toimprove their services and network operations.

13. Provision of training programmes for users and opera-tors concerning the network's policies and procedures.

14

,.. 18

Chapter Two

TYPES OF NETWORKSTRUCTURES

15

13

CHAPTER TWO

OF__000'sg,

TYPES OF NETWORK

More and 'sore, the worldof information is shifting to auser-oriented point of view. In themidst of an explosion in the infor-mation world, the central questionarises: will we continue to work inisolation, or will we participate innetworking organisations and thusinfluence the current and futureoptions in reaching out to infor-mation users?

Networks present a tool;a means to this end. Very muchunlike organised information dis-tribution systems, which tend to becentralized and have one-way com-munication with passive member-ship participation, networks areusually characterized by the freeflow of information among theusers. They foster participation,encourage members' initiatives ininformation exchange and are suf-ficiently flexible to be able toaccommodate the varied needs ofusers. On the other hand, orga-nized information distributionsystems are passive9. They aregenerally limited to a one-wayflow of filtered information, which

Types of network structures

In network schemes, users are integrated as active partici-pants whose needs direct the design of the network. Constantliaison with and monitoring of the user community are essentialactivities of networks. At all times, networks must abide by thesepractices, avoiding any tendency to assume a cocoon-like attitudethat rules out proper consideration of the needs of users.

To a great extent, these patterns of information flow haveinfluenced the typology or categorisation of information networksdiscussed in the following section.' °

PATTERNS OF INFORMATION FLOW

Centralized

One-way direction ofinformation flow froma central Fource

An extended one-wayflow of informationusing regional centres

Two-way

Two-way direction ofinformation flow

17

20


am mostly disseminated throughwritten communication. There arepros and cons to this type of infor-mation flow. The main benefit ofIfea kW communication emanatingfrom a central authority to out-lying implementers is that it issimple to carry out. A majorargument against it is that it ex-cludes a wealth of experience andpractical knowledge from thepeople and institutions at the"bottom"

CLASSIFYINGNETWORKS

A network may be des-cribed based on one or more of thefollowing criteria.

By type of organisational function

Some networks consist primarily of libraries, while othersare mainly composed of information or data centres. Networkscan also consist of a combination of functions, like those of adocumentation centre cum library; an integrated data, informationand library network under the same supreme authority or underdifferent but co-operating authorities; or an independent datacentre network and independent library network under theguidance of different governmental offices.''

By content or specialized purposes

Population is such a multi-disciplinary subject area thatvarious sub-networks can be created for each of these disciplines.In addition to a population .network in general, sub-networks canalso be established to focus on specific subjects and serve specificgroups. These include population sub-networks to reach profes-sionals in the education sector, the manpower and labour sector,the agricultural sector, and medical/paramedical personnel.

Making the population education network distinct from thehealth and population network is very critical from the point ofview of users. Not one single information network can beexpected to effectively meet the vast and varied informationrequirements of multi-disciplinary user groups.' 2

By structure or configuration

Network configuration or organizational hierarchy is animportant specification because it affects the communicationchannels and the flow pattern of messages. The following figuresillustrate sevtrai possible configurations.' 3 Nodes. (i.e. a parti-cipating library or information centre) are represented by dotsand squares, while lines represent the communications links.

DIRECTED

Directed/Centralized Network

Members/users are intercon-nected through a co-ordinatingcentre

Directed/Hierarchical Network

Members/users are groupedin a hierarchial order of increasing/greater resources and expertise


Example: The national population education programmebased in the Ministry of Education serves as the co-ordinating unitdirecting the flow of information to and from the branches (i.e.state/regional/district ministries and educational research councils,middle schools or pedagogical/teacher training colleges, variousdepartments of the ministry) at the state/regional/district levels.

ME

REGIONm

(Library)

Ministry of EducationPOPULATION EDUCATION

CLEARINGHOUSE(National Population

Education Programme)

MEREGION

II(Library)

REGIONPOPED UNIT/

REGIONALMINISTRY OFEDUCATION

(Library

Example: At the central level, the overall co-ordinatingunit is the national population education programme at theMinistry of Education. Directly under the co-ordinating unit arethe network members or branches of the Ministry of Educationat the state/regional/district levels. Each of the state/regionalnode will in turn serve as the state/regional co-ordinating unit forparticipating nodes/members located around that particularstate/region. These may include middle schools, teacher trainingcolleges, higher education institutions, non-formal organizations,and local branches of other ministries.

Ministry of EducationPOPULATION EDUCATION

CLEARING HOUSE(National Population Education Tr

Programme)

POPED PROGRAMMEDept. of

Non-Formal Education(Library)

NFE NFECentre Centre

NFECentre

19

POPED PROGRAMMEDept. of

Teacher Training(Library)

TeacherTrainingCollege

22



Cr'POPED PROGRAMM 1,

SecondaryEducation Centre

(Library)

Secondary SeconSchool School

SecondarySchool


Directed Network,IncludingSpecialized Centre

A directed network inter-faces with a specialized centre forthe benefit of the network mem-ben

Ministry of EducationPOPULATION FDUCATION

CLEARING HOUSE(National Population Edu-

cation Programme)

POPED/REGIONALMINISTRY OF EDUCATION

Region I

(Lllow)


Region 11(Libtory)


Region III(Library)

Example: In this type, network configuration no. 1 (i.e.directed centralised) is linked to another specialised centre onlythrough the co-ordinating unit, which in turn passes on the infor-mation to its members. Thus, the national population educationprogramme's clearing house interfaces with the population infor-mation centre or a health and population information centre, orwith an educational research centre.

Ministryof Education

POPULATIONEDUCATION

CLEARING HOUSENational Population Educatio

Programme)

POPULATIONINFORMATION

CENTRE

MEREG. VI(Library)

MEREG. V(Library)

20

MEREG. IV(Library)

23

NATIONAL LEVEL'

Interface ofTwo DirectedNetworks

As national or regionalcentres begin to develop, there maybe a need to link up related unitsnationwide or regionwide.


Example: The population education network can interfacewith the population/health network, or population/agriculturenetwork; or it can link up with the regional population educationnetwork co-ordinated by the UNESCO Population EducationClearing House.

ME HEALTHREG. II CENTRE(Library) REG. 11ME ME HEAL HEAL(LibraryREG. I _ REG. 111 . CENTRE .. CENTRE

(Library) (Library) REG. 1 REG. IIILibrary) Library)_.....

Ministry ofEducation

POPULATIONEDUCATIONCLEARING

HOUSE

ME

REG. VI(Library) ME

REG. V(Library)

ME

REG. IV(Library)

LREGIONAL LEVEL I

Ministryof Health

POPULATIONINFORMATION

CENTRE

HEALTHCENTREREG. VILibrary)

HEALCENTREREG. V(Library)

HEALCENTREREG. N(Library)

Ministry ofEducation

POPULATIONEDUCATIONCLEARING

HOUSE

UNESCOPOPED

CLEARINGHOUSE

ME ME POPED POPEDREG. VI REG. IV PROGRAMME PROGRAMME(Library) ME (Mowry) Country 4 POPED Country 6

REG. V PROGRAMME(Library) Country S

21


INON-DIRECTED

Non-Directed/DecentralizedNetwork

Each member user is con-nected with every other user,without any member acting asoverall network co-ordinator.

0.244iIPJ_AltNon-Directed/Mixed ModeNetwork

Each member represents theinterests of its own users throughdirect connection with all othernetwork members.

1

Example: The Population Education Cells or branches inthe state/regional/district levels, the middle schools, teachertr.ining colleges and national population education programmesat the Ministry of Education directly get in touch with oneanother for their information needs, without going through anyco-ordinating unit.

POPULATIONEDUCATION CELLSREG/STATE/DISTRICT

NATIONALPOPULATIONEDUCATIONPROGRAMME

HIGHEREDUCATIONALINSTITUTIONS

OTHER MINISTRIESWITH POPULATION

EDUCATIONPROGRAMME

TEACHERTRAININGCOLLEGES

MIDDLESCHOOLS

Example: This type of network applies very well in coun-ties such as Nepal, Viet Nam and Thailand, where there areestablished branches in the countryside and the populationeducation programme is being implemented by various educationaldepartments, 'such as those in non-formal education, highereducation, teacher training education, and vocational training.These departments are in direct contact with one another and passon information to their respective branches or members. There isno co-ordinating unit assigned.

POPED LIBRARY(Non-FormalEducation

Dept.)

POPED LIBRARY(Teacher

Training Dept.)

POPED LIBRARY(General

EducationDept.)

POPED LIBRARY(Higher

EducationDept.)

22

25

I

I

Combination ofDirected and Non-Directed Network

This consists of a com-bination of dearing house or co-ordinating unit node and the freelyinteracting bilateral/multilateralarrangement.


Example: The national population education programme'slibrary serves as the clearing house or co-ordinating unit. Com-munications among members (i.e. population education branchesat the state/regional/district levels) may either be direct or coursedthrough the co-ordinating unit. In this case, the clearing housemainly serves as a facilitator rather than direct. "r.

REGIONALPOPEDCELL

(Library)

REGIONALPOPEDCELL

(Library)

23

NATIONALPOPULATIONEDUCATION

CLEARING HOUSE

261

;,"

REGIONALPOPEDPOPEDCELL

(Library)

REGIONALPOPEDCELL

(Library)

Chapter Three

REASONS FOR NETWORKING

25

27

Reasons for networking

CHAPTER THREEWHY GO INTO NETWORKING?

FORG

Information acquisition,storage and retrieval are recentdevelopments in the field of popu-lation education. Countries whichhave allocated funds for the pur-chase of books have been able toestablish and expand their collec-tion or information resource basesfaster than those which have reliedalmost exclusively on donations offree materials.

At the outset, it must be pointed out that not one singlelibrary or information resource base can handle the voluminousamount and range of information currently available, plus informa-tion expected to be generated in the future.' 4

Population education programmes which extend no morethan a iii. service to information building face the risk of isolatingthemselves and becoming inadequate and ineffective in fulfillingtheir mission. Regardless of the stage of development of their in-formation collection, population education programmes are nowcompelled by circumstances to participate in resource sharing andin networking. These circumstances are described in the followingsection.

1. Increased volume and range of literature on populationeducation

In the 1970s, national population education programmes inthe region were being implemented in six Asian countries only.Today, UNFPA-funded and UNESCO-technically assisted nationalpopulation education programmes are being implemented in 15countries in Asia and ten in the Pacific.

The rapid growth of population education programmes, innumber and in scope (i.e. extending from in-school to out-of-school), alongside changes in government policies and intensifiedactivities in population education have brought about new dimen-sions to population information. Consequent increases in thevolume and range of population education literature is evident. In1970, known publications produced by national population educa-tion programmes were a handful. Today, the UNESCO PopulationEducation Clearing House estimates a production total to-date ofup to 5,000 titles of publications and audio-visual materials by 25national population education programmes and other relatedprojects in the region.

Quite unlike the earlier years when population educationdocuments were mostly prepared in the form of reports of plan-ning meetings, the range of current population education literatureincludes curriculum materials, training manuals, syllabuses, researchstudies, audio-visual materials, and policies and management casestudies and reports.

This development supports the assumption in the world ofinformation in general that information is increasing at an ex-ponential growth rate of 13 per cent per year, meaning that thetotal volume of recorded information is doubling every seven oreight years." 5 This so-called "information explosion" is clearlybeing felt in the field of population education. The phenomenalgrowth in information calls for improved access to populationeducation information, a need which networks can easily fufill.

27

2


2. Adoption of new thrusts in population education pro-grammes.

Networks in population education information can back-stop the development of new thrusts in population education pro-grammes. By providing up-to-date information to populationplanners and decision-makers, networks facilitate the planning andimplementation of population policies and activities.

The value of information as support to a more efficientimplementation of population education programmes in the regionwas stressed during the Regional Consultative Seminar on Popula-tion Education held in September 1986 at UNESCO. Bangkok,Thailand. This seminar is held every four years to review develop-ments and trends in country programmes, assess emerging needsand requirements, and co-operatively develop an action plan tomeet new programme thrusts in population education.

During the 1986 seminar, a request was made to countriesfor them to document the processes and experiences gained in theimplementation of their population education activities and todisseminate such information through a network mechanism."The idea is for other countries to adopt or adapt these processesand experiences in accordance with their own population educationprogrammes.

This request was made based on the seminar's findings thatactual experiences in population education implementation aregenerally under documented, especially at the national level. Inreporting their activities, it was found that the majority of coun-tries showed more interest in detailing their outputs, rather than indescribing the processes involved in undertaking their various ac-tivities. Their reports left out such important matters as theiractivities guidelines and principles, the range of resolved/unresolvedproblems and conflicts, and the management of resources. Theommission of these and other equally vital information representeda tremendous loss for many population education professionalswho could have benefited from them.

3. Multiplicity of institutions engaged in various aspectsof population education information activities.'

The multiplicity of data gathering and disseminating institu-tions working at many levels and independently of one anotherpresents the need for networks capable of co-ordinating theiractivities.

In population edacation, information users and producerscome from the out-or-school sector (e.g. ministries of education,health, agriculture, social welfare) and from the school sector (e.g.colleges, universities, teacher training colleges, secondary andprimary schools).

Within the broad field of population, three networks havebeen established so far. These include POPIN (Population In-formation Network) International, the Asia and the Pacific POPIN

28

2j


and the ASEAN POPIN. Countries which belong to any of thesenetworks have also established their respective national POPIN.National POPINs are usually located in such offices as commis-sions on population or in the ministries of planning and develop-ment and of health.

To be sure, institutions engaged in various aspects ofpopu-lation education services cannot persist in a parochialistic approachto the collection and utilization of population education informa-tion. By organizing themselves into a network, these institutionscan co-ordinate and expedite the flow of information between in-formation producers and users, while also reducing the duplicationof information generation and dissemination activities. If needsare to be met, users must be reached wherever they are. Users'access to information can be widely improved if isolated populationeducation information centres belong to a network, thus savingusers' time and effort in data collection and search.

A problem related to the multiplicity of organizationsengaged in population education activities is their geographicalisolation from one another. This situation handicaps the collectionand dissemination of population education data. In some coun-tries such as India and China, where national population educationprogrammes have branches at the state and regional leve's there isan urgent need to link these branches, if they are to be kept up-dated of one another's most recently produced information/material.

National level networks serve domestic needs as well as sys-tematically link related agencies within the country. They alsoprovide a regional link with other population education informa-tion programmes.

4. Rising costs in the collection of population educationinformation and the need to maximise the utilizationof resources.

The costs of library services alone have been on the upswingin recent years. The high rates of books and audio-visual materialshinder libraries from maintaining comprehensive collections.While some national population education programmes, such asChina's and Viet Nam's, have initially allocated large sums ofmoney to build their population education collections, many ofthese programmes have since decreased such budgetary allocations.Generally, countries allocate an average of US$2,000 per year forbuying books and audio-visual materials and for subscriptions toperiodicals.

As to be expected, almost every library has a finite budgetfor acquisitions.'' Libraries therefore tend to limit their purchasesto cover materials which comprise the core collection in populationeducation, plus others that are in constant demand by local users.Budgetary constraints amidst rising costs call attention to theusefulness of co-operative arrangements in sustaining regular ser-vices and acquisition activities, and providing new ones as costs arespread over many co-operating institutions.

293u


In Viet Nam, where the population education collection infive educational centres is being expanded, an acquisition schemehas been recommended, as follows: one centre concentrates onacquiring all periodicals on population education, while the restcan specialize on specific types of knowledge base and populationeducation materials. The centres respective collections will not beviewed as being owned individually but co-operatively by all fivecentres.

A library which does not adopt some kind of resourcesharing will eventually decrease the volume of published informa-tion that it can cover and handle within its limited means, resultingin dissatisfaction and frustration of its users.

In addition to assigning specialisations in materials acquisi-tions and co-ordinating subscriptions, there are many other co-operative ventures which libraries can go into. These includeco-operative cataloguing, joint bibliography development or jointdirectories, training, duplication programmes, and delivery/mailingservices. Information needs which are beyond the capacity ofsmall information centres can be met using the experience andresources of other network members. Projects which are beyondthe resources of any single unit can be undertaken jointly (e.g.research, training, information repackaging).

5. The need to improve the mobility of data.

Although more and more population education data andinformation are being collected, much of these are largely limitedto programme elites, scholars and policymakers who are alreadyreceiving an over-supply of information, while local users (e.g.teachers and trainers) are practically starving for information.' 9

For example, many population education libraries in theregion are located in the central office of the Ministry of Educationand often cater to select clientele. Major resources within suchlibraries are used to secure the needs of this relatively small sectorof the population, to the disadvantage of large groups of popula-tion education professionals who maybe directly involved in theactual teaching of population education at the local level. Resourcesharing in a network benefits large numbers of users.

Mobility of data is also hampered by other factors. Forexample, findings of research studies are not always circulated topeople who should know of them, for two reasons: the findingsare not formally published, or tik.y are reproduced in a limitednumber only. Another aspect of the problem is that while anorganised body of information is available, it may be in mediaforms not suited to user needs. As a result, available resources areunderutilised and considerable efforts and lengthy searches areneeded to locate and obtain information. More importantly, time-consuming data and information search has, in many cases, in-fluenced a great many to undertake their own data gatheringefforts, thus duplicating a work that may have long been completedbut whose results may not have been sufficiently disseminated.' °

30

31


By using similar and compatible information collection andretrieval techniques and standards, network members enable theusers to locate needed information at no time and to identify theform that it is in. Network members are thus required to usesimilar and standard data identifiers and classification systems andcompatible computer hardware and software.

Networks also provide two-way communication betweenthe user or person accessing the information and the informationsource.

6. The need for opportunities for professional contactamong population education specialists.

A network encourages professional contact among popula-tion education documentalists, librarians, information and com-munication specialists while also fostering opportunities for theircontinuing education and the professional development of effectivedocumentation and information systems in the field of populationeducation. Experiences and expertise are shared through meetingsand training programmes. Effective solutions to common prob-lems can also be shared and discussed.

For example, the annual intemsitip programme on docu-mentation and information services in population education, heldby the UNESCO Population Education Clearing House, provides aforum for various information personnel to establish linkagesamong one another and to learn about their respective specialisa-tions.

7. The need for improved flow of population educationinformation to and from information-poor countries

The establishment of population education informationnetworks in the developing countries can help improve the flow ofinformation to and from the developing or information-poor coun-tries. At present, information resources in population educationare located primarily in the developed or information-rich coun-tries." National level networks can improve the administrativeefficiency of data exchange and the level of mobility of data ingeneral either directly or through the UNESCO PopulationEducation Clearing House.

31 34


MOTIVATION

In view of the fact that the consequences of networkparticipation are far-reaching, members must naturally adopthealthy and favourable attitudes towards networking. Networkmembers must think of themselves as being part of a co-operativeventure.

This would require, first of all, the infusion of a co-operativespirit among network members, a process which does not happenautomatically. G. tting members to participate in networkactivities is an arduous task and much depends on the nature/levelof their motivation that can be instilled.

While there may not exist hard and fast rules on how a deepsense of personal motivation can be instilled among members,certain interactions with them can help build their interest in net-working. Such interactions can be deliberately aimed at influenc-ing members' thinking on the following matters.

1. Value of extended resources.

In recent years the purchasing power of libraries has de-creased while, quite ironically, their service goals have increased.2 2These developments have influenced many a library to view a"collection" as being not only the materials it owns but alsoincludes the materials owned by other libraries with which it main-tains a certain level of co-operation.

Clearly as libraries begin to rely increasingly upon oneanother for materials, a library may no longer be able to single-handedly provide almost complete support to its users.

2. Level of reciprocity.

It should be stressed that co-operative network venturesrequire a level of co-operation that goes deeper than the more orless clerical types of liaising previously associated with interlibraryco-operation. The substantial benefits yielded by network ven-tures cannot be doubted. However, it should be made clear topotential members that benefits may vary depending, in the firstplace, on the effort they exert to accrue such benefits.

To accommodate all the network functions satisfactorily,significant investment would have to be made by members interms of ensuring effective communications among them and insharing their resources as well as capabilities.

3. Career fulfillment through network participation

Through network participation, staff of network membersreceive a two-fold benefit: professionally, they acquire skills/knowledge through interaction with their colleagues; personally,they become better motivated at work, knowing that the successof the network derives in part from their participation.

3233


Some representatives of network members may displaysome reluctance to agree to certain network proc lures withwhich they are unfamiliar. This situation presents a good oppor-tunity to provide professional training or re-training, as the casemay be.

4. Cost is not a barrier.

It must also be pointed out to potential members that costconsiderations as a barrier only become more pronounced whenthey are not able to see nor appreciate the benefits of joining anetwork. It is therefore important that members realise the valueof a network. To many librarians, such value is clear: networkparticipation brings libraries to the forefront of library/informa-tion/documentation activities.

If major activities incur substantial expenditure, costs mayhave to be apportioned among members. On the other hand,budgetary restrictions that bind individual members may constrainthe distribution of costs. In this case, network costs may have tobe defrayed through external funding in the form of governmentsubsidies, assistance from international organizations, foundatiohsand other private organizations, collection of payments from users,payments or donations from groups or projects having highdemands for the networks's services and bilateral assistance fromgovernments. Any of these options can be combined in order tohelp members cope with the financial burden of running anetwork.

5. A question of self-interest.

Network benefits are to the advantage of all members. Toimprove members utilization of various network services, theymust be encouraged to make their needs known and to share theirexpertise and resources as much as possible. This also enhancesthe value of a network.

Network participation is a matter of self-interest. An insti-tution puts time and resources into networking activities becauseit gains from them. It should also be pointed out to the membersthat their participation in network activities does not, and shouldnot, compromise their own internal services. They should also beadvised not to be discouraged by the substantial time lag betweenjoining a network and actually being able to use its services. Alikely source of concern is the length of time required to processspecific information requesi.s and to disseminate information.Members can be reassured that, beyond merely providing quickservice, a network seeks to ensure that all members regardlessof size are adequately served.

At all times the one spirit that should prevail in a networkis that of co-operation, not coercion.

I

Information networking on population educ lion

6. Authority relationships.

Members involved in a nascent network must establishformal relationships, allocate executive authority and determinethe ground rules of the network. It is advisable to remember thatproblems associated with authority relationships are not onlyinstitutional, administrative or financial in nature. They can alsobe attitudinal.

The apportionment of networking costs among memberswould have implications on authority relationships, particularly innetworking at regional or local levels. Reduced authority bytraditional administrators may also be another fear. As theseprojected fears substantially influence members' decision to join anetwork, a balanced perspective on the matter of authority rela-tionships should be openly shared with all members.

7. Clarification of members' duties and rights.

Some libraries are bound to definite policies drawn-up bytheir host institutions and they cannot be expected to bend theseregulations without first securing permission from a higher autho-rity. However, other libraries enjoy greater autonomy and mayonly be restricted by limitations of time and personnel.

These factors would have to be considered when drawingup members' rights and duties.

8. Range of network services.

Since networks depend on the voluntary input of members,it makes sense for members to join networks where they could beboth givers and receivers. That is, they would naturally choosenetworks which provide services and activities that are of highinterest to their own user communities.

Members may also decide to opt for networks with anarrower range of services. The thinking being that the narrowerthe scope, the mcze comprehensive and in-depth the service.

34

Chapter Four

CHOOSING NETWORKMEMBERS /NETWORK

'4 0--'I., 035

CHAPTER Fr UR

NErwoRK

CHOOSING NETWORKMEMBERS/NETWORK

In the population educationfield, potential network membersare easily identifiable. At thenational level are the libraries ofvarious departments of the Minis-try of Education which implementpopulation education activities.These departments include thoseconcerned with non-formal educa-tion, teacher training, secondaryeducation, vocational training,kindergarten education, etc.

At the local level (i.e.state/regional/district), potentialmembers include the populationeducation cells or branches lodgedin the regional offices of theMinistry of Education or in thestate offices of the National Coun-cil of Educational Research andTraining or Institutes of Education.

At a lower level, potentialmembers include non-formal educa-tion centres, teacher trainingcolleges, secondary schools, univer-sities and offices of the Ministriesof Health, Labour, Agriculture,

Choosing network members /network

It would be helpful to evaluate the characteristics of poten-tial network members in terms of their existing resources andcapabilities, as well as their potential for growth. Their expectedcontributions to the network can be deduced from such an evalua-tion.

Central to members' participation in network operation aretheir status insofar as the following criteria are concerned.

1. Strength of collection and range of functions.

The majority of population education programmes haveorganised their materials into small collections manned by non-librarians. Some are included in the main library of the Ministryof Education, while others are incorporated in a documentationor information centre which is better equipped and is well-manned.The strength and capacity of a potential network member willdepend on the type of function and services it currently offers.Is it offering library services only? Documentation? Reference/referral? Or is it a large information and data centre? These ser-vices are explained in some detail in the following section 2 3

LIBRARY

libraries are now associated with the largely passive func-tion of a depository for documents, organized and maintainedfor reference and study, the emphasis is on the collection andcirculation of documents.

A library collects, catalogues, shelves or stacks and lendsprimary sources of scientific and technical information in the formof books, periodicals and maps. Its collection and catalogues areaccessible to users who locate information they need on theirown initiative. A library also provides access .o its collection ofsecondary sources, such as abstracts, indexes and bibliographies.

DOCUMENTATION CENTRE

A documentation centre also functions as a repository fordocuments; greater emphasis is placed however on distribution anddissemination functions.

A documentation centre selects, acquires, stores andretrieves specific documents in response to requests; announces,abstracts, extracts, and indexes documents; and disseminatesdocuments in response to requests for documents or for content.Information may be disseminated in a highly processed form.Translations or reprographic facsimiles of original literature canbe provided on request.

A specialized documentation centre scrutinizes and evalua-tes primary or secondary sources of scientific and technical

37

3'i


Social Welfare and other ministries information which are usually neglected by libraries. Threewhich are implementing population divisions may exist within a documentation centre. These are aseducation activities. follows:

library division, which is responsible for the centre'scollection, acquisition, cataloguing, storage and display functions;

documentation division, which processes certain itemsin the collection, at its v,vn initiative or in response to users'requests; and

publishing division, which compiles, edits and repro-duces documents by printing, photocopying, duplicating andother processes.

CLEARING HOUSE

This is a document handling system with the main functionbeing to provide a switching operation which performs either oftwo functions or both. It allows access through referrals toappropriate resources, or serves as a central agency for the collec-tion, classification and dissemination of specialised information.

A clearing house may have six functions: library, documen-tation, audio-visual production, publications, organizationalcommunications and data processing. Like documentation cen-tres, clearing houses need to engage the services of subjectspecialists. However, its services are more extensive than those ofa library or a documentation centre.

It conducts data search and collection, as well aspublishes materials.

It may act as a link between groups engaged in researchin the same field.

It may publish compilations of previously unpublishedmaterials and seek out users instead of waiting to be approachedby them.

It may evaluate available infon,iation, adapt and pro-cess it to meet the requirements of potential users instead ofmerely producing lists of information sources.

REFERRAL CENTRE

A referral centre generally performs the task of referringenquirers to sources of information, in addition to other func-tions.

A referral centre may perform any or all of the followingfunctions: collection of information about data and informationresources within a special subject or mission; preparation of a

38

38

Choosing network members /network

comprehensive inventory of the kinds of data/information/services available from various sources, including a detailed subjectindex to facilitate access; and, guiding users to appropriate sourcesof information.

To facilitate referral, data concerning information resourcesare compiled in a directory. Specialized index card/index filesmaintained by referral centres cover (a) research studies, bibliogra-phies, surreys; (b) projects sponsored by the government andprivate sectors; (c) available experts and consultants; (d) con-ferences, seminars, workshops and training programmes; and(e) funding/aid authorities, organizations or agencies.

INFORMATION CENTRE .

An information centre undertakes the acquisition, selection,storage, dissemination and retrieval of a body of information ona clearly defined operational field or specific mission.

It publishes indexing bulletins, translations and researchbriefs. It may also analyse/synthesise or distill information andcreate new knowledge. If this additional task is performed, thecentre is designated as an "information analysis centre." Analysismay focus on research, government reports and raw data.

An information analysis centre has on its staff scientists,technologists or subject specialists. They undertake exhaustivedata gathering on a well-defined subject field, analyse and evaluatethe data obtained. The information is consequently condensed/stored in files, data sheets, and reviews, and disseminated throughcurrent awareness services, publications, and responses to enqui-ries.

DATA CENTRE

This is an organization handling raw or partially processeddata or results, including census-type data on population and com-modities as well as data on pure science and the social sciences.

The basic services of a data centre include data evaluation,compilation and dissemination, and referrals. A data centre maybe attached to a university, a research institute, a data evaluationcentre or a major information centre.

2. Operating budget.

A decisive factor is a member's availability of/access tofinancial resources viewed from two sides: the consequenteconomy in the system of information services provided by a

39

3J


network; and, on the other hand, the consequent financial burdenfor poorly funded members if network costs are to be shared.

For example, some national population education pro-grammes have small budget allocations for the purchase of books.Catalogue cards, photocopying paper and ink, bookshelves andpublications are often not provided for.

3. Approval of parent organization.

Some potential members may have to secure approval ofthe parent organizations to which they are n ;countable. In somecases, parent organizations have the power to change the directionand/or funding of subordinate institutions and would thereforehave to be consulted before these institutions can join a network.

4. Members' needs and expectations.

In addition to the services which potential members canrender to the network, their needs and expectations should alsobe surveyed. The findings of such a survey provide the basis forthe formalization of standards for co-operative services within thenetwork.

S. Individual/institutional members together.

There can, of course, be a combination of both institutionaland individual members in a network. Individuals in a networktend to be more active but may lack the ability to disseminateideas and information. Institutional members may be moreformal but have better disseminating arms.

6. Multiplicity of network membership.

An institution may belong to more than one network with-out disrupting its relationships with any of the networks of whichit is a member.

It is also worth noting that special subject area collections ofa library may be members of a subject specialty co-operative whilethe library as a whole is not.

40

40

0

Characteristic library

6. Distribution

7. Networking

1. Document Coverage

Specialized collections

2. Size of Collection

Comprehensive collection

Large

Small

3. Documen. )rganization

Standard

Information-on-Information

Consolidation

Awareness/Notification

5. Outreach

il

On site

Supplier feedback

Directed

Non-directed

41

Unique

4. Transformation

ri

Other similar users

Outside groups/Individuals

User feedback

At a distance

libra DocumentationCent

Choosing network members/network

Different Characteristics of Three Types of NetworkMembers: Libraries, Clearing Houses, and DocumentationCentres:

Clearinghouse


CRITERIA FORCHOOSING ANETWORK

No matter how similar someinstitutions may be, they donot necessarily share similar envi-ronments and circumstances. It istherefore inadvisable for an insti-tution to make a decision on anetwork by copying the decisionof its peer groups.

The suitability of a particular network must be carefullyweighed. Some factors worth immediate consideration include thefollowing:2 4

1. Stability of the network.

Potential members are naturally apprehensive about asso-ciating themselves with a system which may not survive. Acertain measure of stability is reflected in the number of years thata network has been in existence, the extent of its geographicalcoverage and its roster of members.

2. Cost-benefit.

A closer scrutiny of a particular network will reveal thepotential cost benefit that may accrue to a member. Knowingthis will help in deciding for or against joining the network. Itmay be that the network is unable to pay for itself and wouldtherefore require financial help from members, or it may bethat the network operations are requiring more effort and stafftme than a member is willing and able to give.

3. Services offered by a network.

Potential network members should be more inclined to seeknetworks that offer services which fulfill the needs of their usersand their long-range goals.

42 4'4

Chapter Five

GUIDELINES FORNETWORKING

43 4j

CHAPTER FIVE

GUIDELINES FORNETWORKINGStep 1.

Hold brainstorming ses-sions to discuss the conceptof networking and the poten-tial benefits of Joining a net-work.

Guidelines for networking

An informal meeting can be initially convened by a smallgroup of librarians or information personnel involved in the pro-vision of population education information services. For example,a national population education programme set up in the Ministryof Education can call such a meeting. Those invited to attend willinclude librarians from participating institutions, such as teachertraining institutes, secondary schools, colleges and universities,and other ministries (e.g. health, labour, agriculture, etc). It isassumed that the libraries in these institutions and ministries haveconsiderable materials on population education in their collections.It is also assumed that these institutions and ministries are users/producers of population education information.

The discussions will focus on two aspects. The first oneconcerns the concept and objectives of networking. The secondis regarding the benefits that one derives from such networks.The first aspect should touch on the following salient points:

definition of networking;

advantages to be gained and pitfalls to be avoided innetworking;

outstanding examples of networking activities; and

ultimate objectives of networking.

The second level of discussions deal with identifying needs,the range of problems that can be solved through networking, andother related considerations, as follows:

What is in it for the library, and Cie parent organisa-tion?

How can networking improve the library's services and.nctions?

What are the economic considerations?

What contributions can this individual library make tonetworking?

What role or roles can the library effectively play?

What does each individual library have that mightconstitute a unique contribution to co-operation?

It is at this point that the crucial decision is made for oragainst networking. Those in favour of networking will obviouslyproceed to Step 2.

45 44


Step 2.Examine existing net-

works. Decide whether to Joinan existing network or tocreate a new one.

One of the most important activities in Step 2 is the processof identifying and collecting information on relevant, existingnetworks. A major advantage in joining an established network isthat the groundwork the necessary organisation and legalarrangements has already been done.

The best areas to explore are the fields of education and/orpopulation. A search may turn up several available networks sothat winnowing of possibilities will be necessary. Once the net-works of greatest potential value are identified, further discussionsmay look into their objectives, membership composition, costs,programmes, activities, and requirements.

In Asia and the Pacific, the three kinds of information unitsthat have been set up, mostly with UNFPA assistance, are asfollows:2 6

1. Population education units which repackage scientificand technical information in appropriate formats for in-school andout-of-school professionals and students.

2. Communications units which repackage scientific andtechnical information in appropriate formats for the generalpublic, and consequently disseminate the repackaged informationthrough the mass media and direct campaign.

3. National population information centres (PICS) whichcollect, organise and disseminate scientific and technical informa-tion both in its original format and in repackaged formats toresearchers, teachers, university students, policymakers and pro-gramme personnel, including staff of population education unitsand communications units.

Insofar as the third kind of information is concerned, anetwork has already been established to link sources of populationinformation in the countries directed by the national populationinformation centre. This information network is known as POPIN.

POPIN is established at four levels:

1. POPIN International, established in 1981 within theUN Secretariat, is charged with overall responsibility forco-ordinating a global population information network.

2. Asia-Pacific POPIN, organized by ESCAP at a regionallevel.

3. ASEAN POPIN, organized at a sub-regional level andfunded by the Australian Government. It has two aims: to furtherdevelop and strengthen the core population information centres,as well as all the supportive units within the larger national in-formation network; and to further develop and strengthen thelinkage of activities, within and between the network of libraries,population information centres and clearing houses.

4. National POPIN, with the focal point usually locatedin a separate population office (e.g. commissions on population,or national family planning co-ordinating boards), or within a

46

45


ministry, such as the Ministries of Planning and Development,Health, Social Welfare). Participating agencies in a nationalPOPIN include all agencies engaged in population and relatedactivities. The Ministry of Education which usually operates thenational population education programme is one of them.

At this point, the group may examine the merits of joiningan existing network or creating a new one.

For example, a decision to join POPIN or not may dependon a number of considerations. First of all, the subject coverageof POPIN collection is more general, diverse and family planningoriented. There is less emphasis on population education materialsand information. POPIN members are mostly producers and usersof family planning and fertility-oriented information.

Secondly, the target clientele of POPIN is already enormousand varied (e.g. medical and paramedical personnel, researchers,demographers, extension workers, motivators, barefoot doctors).As it is, the target clientele of population education, althoughmore homogeneous (e.g. teachers, curriculum developers, trainers,supervisors, headmasters, principals) runs up to hundreds ofmillions all over Asia and the Pacific. Therefore, there may besome doubt whether the information needs of professionals fromthe education sector can be sufficiently met by the larger POPINnetwork. Membership in ? -etwork that is still in a develop-mental stage may present itself as an attractive option because thepace and direction of the network's development can still beinfluenced to suit the needs of all incoming members.

One of the options that can be explored by librarians andinformation personnel in population education, to enjoy thebenefits that either network offers, is to create a sub-network onpopulation education while being a part of the larger POPIN.

47 4b


Step 3.If the decision is to

create a new network, estab-lish contact with organizationsinvolved in population educa-tion information and assessthem for their resources,strengths and weaknesses, andpotential contributions.

Personnel

Size of Collection

Machines

Budget

Potential members are identified based on preliminarycriteria, including the following:

a) The desirable total number of network members.

Usually national population education programmes arelocated within the Ministry of Education. As this office is locatedin the capital, population education programme branches areestablished throughout the country to reach target clientele atthe local level.

In the case of the Philippines, there are now PopulationEducation Units in the 13 regional offices of the Ministry ofEducation, Culture and Sports. India has 28 population educationcells in the states and union territories. Until 1985, China has 26focal points in population education programmes in middle schoolsand pedagogical institutes. Bangladesh has population educationcells at the district level.

Except for China, branches of population education pro-grammes tend to be located within the state provincial offices ofthe Ministry of Education or other governmental offices.

In addition to these branches, secondary schools, collegesand universities reach target clienteles (e.g. trainers, field workers,etc.) by offering population education courses and by runningadequate population education libraries. The inclusion in thenetwork of branches of national population education programmesand/or middle schools, colleges, universities and teacher traininginstitutes offering population education depends to a great extenton their respective resources.

b) The geographical location of members.

Is membership limited to institutions located in the capitaland nearby areas? Will it include institutions located in variousstates/regions/districts? The answer depends on the stage ofdevelopment of the national population education programme.

For example, the population education programmes in somecountries (e.g. Thailand, Maldives, Viet Nam) do not have localwell-established branches and population activities are concen-trated in the capital and nearby areas. In this case, a core networkcomprising participating agencies can be established initially in thecapital.

In the case of Thailand, such a network will include thefollowing: the Departments of Curriculum and 'Instruction Devel-opment, General Education, Vocational Education, and Non-Formal Education, and the Office of the National PrimaryEducation Commission.

In Viet Nam, a similar network will be made up of theNational Institute of Educational Science, the Committee ofNational Educational Reform, the Departments of Comple-mentary Education and Educational Pre-School Age Reform, and

48

47


the Hanoi Teacher Training College. It should be noted thatmost of these network members are departments within theMinistry of Education located in the capital. These departmentsimplement population education programmes which are integratedinto their respective areas/fields of work, such as out-of-schooltraining, higher education, teacher training, vocational educationand primary/secondary/kindergarten education.

On the other hand, the population education programmesin the Philippines, India, China, Bangladesh and Pakistan havenationwide branches. These branches are mostly located inprovincial/state education offices.

c) Inventory of existing resources, similarities, differencesand strengths/weaknesses.

Before starting to share, potential members should firstknow what there is to share. Inventories of existing resources areindispensable if efficient resource sharing activities are to beachieved. Resources may refer to time, manpower, funds, in-formation and equipment. For resource sharing to be mosteffective, potential members should at least have adequate popula-tion education information resource bases or collections andshould be actively involved in the generation and acquisition ofinformation. Potential members should have engaged at leastone person to undertake information collection and the provisionof information services on a full time basis. They must also havesome special capabilities (e.g. some libraries may have photocopy-ing or duplicating services, bibliographical apparatuses, uniqueholdings, training facilities). At the simplest level of resourcesharing, the maximum requirement is for libraries to have unionlists or accessions lists or bibliography series.

It is also useful to assess the range and depth of similarities/differences and strengths/weaknesses of potential members. Suchan assessment may reveal helpful findings. For example, whilethe majority of libraries may emphasise print collection, one ortwo may be specialists in audio-visual materials on populationeducation. While some libraries are manned by a single staff only,others may be more generously staffed and can therefore berequested to undertake some networking activities on behalf ofthe other members.

A survey conducted by the ESCAP Population InformationCentre from 1983-1984, covered various national populationinformation centres, specifically determining their personnel,facilities and equipment, levels of automation, resource bases,information services, products, clientele and networking. Surveyresults were used in the develop

Date post:	20-Oct-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

DOCUMENT RESUMEtries are in Asia. They are China, India, Indonesia, Japan, Bangladesh and Pakistan,...

Documents