Education vs. Employment : A study on Job Advertisements in Library & Information Science

Dr.G.SarojaHead, Dept. of LISDr.BRAOU

StructureIntroductionStudy ObjectivesLIS Education in IndiaAnalysis of Advertisements – Month-wise;

State-Wise; Category-wise; Designation-wise; Qualifications & Pay scale

Skills required for Librarians & Teaching Faculty

Findings, Recommendations & Suggestions

References

IntroductionAlong with the changes in the educational system,

libraries also have undergone several changes. With the emergence of Internet several libraries

today have their web presence and digital libraries have become a commonplace.

Libraries used to purchase physical resources, store them and own the resources for use by their users. On the contrary, libraries of today have shifted to access model wherein the e-resources are subscribed and provided access without having to own them.

Along with the subscription based resources, several online resources are now available for use free of cost.

IntroductionThe main objective of LIS education is to

produce competent and skilled LIS professionals to serve the information needs of the society.

LIS education should keep track of the changes taking place in practice of librarianship and accordingly incorporate changes and revise the curricula, offer suitable long-term and short-term programmes to suit the needs of the users, library professionals on continued basis.

The LIS schools should review their programmes periodically to assess their performance and evaluate the outcomes to suit the market demands.

IntroductionLibraries and Library schools share a symbiotic

relationship where LIS schools should continuously update the curricula and educational programmes to suit the market demands and the Libraries should recruit qualified and skilled manpower.

The job market tells what type of skills and abilities the LIS students should possess on completion of their courses.

Further, the parallel growth of information related subjects and occupations such as Information Technology, Information Management, Knowledge Management etc., LIS schools no longer can claim monopoly on training the information professionals.

LIS professionals have to compete with graduates from other information related programmes in the emerging Library & Information employment market.

LIS Education in India

‘Education for librarianship’ is the term used for educational preparation of Library and Information professionals, with the main objective of training professionals to work at all levels of information system, irrespective of the type, structure and function (Johnson, 2007).

LIS Education in IndiaIn India, LIS education has come a long way since 1901,

when John Macfarlane, Librarian of the Imperial Library (now, National Library) at Kolkotta initiated an in-service training.

Today, 87 universities are offering B.L.I.Sc. and / or M.L.I.Sc.

11 universities are offering M.Phil. And 32 universities are offering Ph.D. programmes in library and information science.

Certificate and diploma courses are also being offered to meet the demand for semi-professionals in libraries.

Besides, Documentation Research Training Centre (DRTC), Bangalore and National Institute of Science Communication and Information Resources (NISCAIR), New Delhi are offering M.S. and Associateship in Documentation respectively (Satyanarayana, 2009; Mahesh et al., 2010).

LIS Education through distanceAlong with existing traditional higher education institutions, distance

education is gaining importance to meet the increasing demand for higher education. Open and Distance Learning (ODL) is recognized and accepted as an important mode for developing skills, capacity building, training, employability, lifelong education and continuing education.

Open and distance learning provides avenue to those students who are not able to leave their jobs or are not able to attend regular classes (Planning Commission, 2011).

Establishment of Andhra Pradesh Open University (APOU) (in 1982) made an important stride forward in offering library and information science with the launch of BLIS course in 1984.

Later IGNOU started BLIS in 1989 and MLIS in 1994. YCMOU and many other open universities and distance education

institutions in the country started courses in library and information science.

In 2009(2), there were 33 LIS Schools conducting education through distance mode. 33 were running BLIS; 20 MLIS; 01 PGDLAN; 2 M.Phil; and 01 Ph.D.

OBJECTIVESThe present study aims to analyze the trends in LIS jobs, to

examine the challenges and opportunities in LIS jobs to study their implications for LIS education. The specific objectives of the present study are to:

Assess the demand for job opportunities for LIS professionals in the rapidly changing technological environment

To analyze the nature of LIS Jobs in terms of the variation in nomenclature, qualifications, pay scales and skills required for various LIS jobs

To analyze the LIS jobs by State; Universities / institutions; teaching – Non Teaching; category wise (Reservation);

To understand the essential and desirable competencies and skills that employers seek in various LIS jobs;

METHODOLOGYThe study is based on the information about job

openings in LIS posted through ‘Whatsapp’ group India Libraries. The job postings from Jan 2015 till date are collected.

For each posting, the details like designation, number of vacancies, reservations, name of the institution, place, pay scale, required qualifications, experience and skills are gathered by surfing the Internet and the same are recorded in an excel sheet for further analysis.

The limitation of the study is that the generalizations of this study are based only on the job postings reported only in the ‘whatsapp’ group for the period Jan-Nov 2015.

ANALYSIS OF ADVERTISEMENTSMONTH-WISE Month No. of Vacancies PercentageJanuary 8 2.58

February 12 3.87

March 18 5.81

April 32 10.32

May 46 14.84

June 8 2.58

July 0 0

August 14 4.52

September 8 2.58

October 16 5.16

November 8 2.58

NA 140 45.16

Analysis – State-Wise

State No. of vacancies Percentage RankAndhra Pradesh 1 0.32 13Assam 8 2.58 7Bihar 5 1.61 9Chhattisgarh 10 3.22 8Delhi 130 41.94 1Gujarat 20 6.45 2Haryana 8 2.58 8Himachal Pradesh 8 2.58 8Jharkhand 4 1.29 11Karnataka 5 1.61 10

Kerala 3 0.97 12Madhya Pradesh 4 1.29 11Maharashtra 15 4.84 4Orissa 6 1.94 9Panjab 4 1.29 11Rajasthan 5 1.61 9Tamil Nadu 10 3.23 6Telangana 12 3.87 5Tripura 5 1.61 9Uttar Pradesh 20 6.45 2West Bengal 16 5.16 3Uttarakhand 10 3.22 7Meghalaya 1 0.32 13

State No. of vacancies Percentage Rank

Analysis – Category-WiseCategory No. of

vacancies % Rank

UR 65 20.97  1OBC 47 15.16  2SC 42 13.55  3ST 22 7.09  4PH 18 5.81  5Women 8 2.58  6Inf. Not Available

108 34.84  

*Thiruvalluvar University, Serkkadu, Vellore, Tamil Nadu is the only university which has reserved all the 8 posts to women, destitute women, most backward women and SC/ST women

 S.No Designation No. of Posts percentage

1 Librarian 12 3.872 Dy. Librarian 12 3.873 Asst. Librarian 56 18.0644 Professor 4 1.295 Associate Professor 6 1.946 Asst. Professor 18 5.817 Asst. Prof. Cum Librarian 1 0.328 Librarian (non-UGC) 95 30.659 Jr. Librarian 1 0.32

10 Asst.Librarian 9 2.9011 Sr. Officer 1 0.3212 Asst. Officer (Library) 1 0.3213 Library Asst 25 8.0614 Sr. Library Asst. 1 0.3215 Jr. Library Asst. 1 0.3216 Library & Inf. Asst. 6 1.9317 Professional Asst 5 1.6118 Semi Professional Asst 7 2.2619 Technical Asst 4 1.2920 Scientific Asst 2 0.6521 Documentation Asst. cum Librarian 3 0.9722 Academic Asst. (Library) 2 0.6523 Graduate Teacher Librarian 1 0.3224 Project Asst. 1 0.3225 Information Manager 1 0.3226 Information Scientist 2 0.6527 Scientist (B & D) 2 0.6528 Library Trainee 21 6.7729 Library Attendant 2 0.65

LIBRARY TEACHING

NAME OF THE POST

REQUIRED QUALIFICATIONS

NAME OF THE POST

REQUIRED QUALIFICATIONS

Librarian

1. Master’s Degree in Library Science/ Inf. Science/ documentation with at least 55% marks or equivalent of Gr.B in UGC 7 point scale

2. Consistent good academic record

3. At least 13 years experience as Dy. Librarian or 18 years as college librarian

4. Evidence of innovative library service

5. Organization of published work

Desirable:6. M.Phil./Ph.D. in library

sci.,/inf. Sci.,/documentation/ archives and manuscript keeping

Professor

1. An eminent scholar with Ph.D. in the concerned/allied/relevant discipline

2. Published work of high quality minimum 10 publications as books/research/policy papers

3. 10 years of teaching experience in Univ./college/Natl. level inst.

4. Experience in guiding candidates for doctoral research

5. Contribution to educational innovation

6. Design of new curricula and courses

7. Technology mediated teaching- learning process

8. Minimum API Score stipulated by UGC

LIBRARY TEACHING

NAME OF THE POST

REQUIRED QUALIFICATIONS

NAME OF THE POST

REQUIRED QUALIFICATIONS

Deputy Librarian

1. Master’s Degree in Library Science/ Inf. Science/ documentation with at least 55% marks or equivalent of Gr.B in UGC 7 point scale

2. Consistent good academic record

3. At least 5 years experience as Asst. Librarian /college librarian

4. Evidence of innovative library service

5. Organization of published work

6. Professional Commitment

7. Computerization of Library

Desirable:8. M.Phil./Ph.D. in library

sci.,/inf. Sci.,/documentation/ archives and manuscript keeping

Associate Professor

1. Ph.D. in the concerned/ allied/ relevant discipline

2. Good academic record3. 55% marks in M.L.I.S.4. Minimum 8 years of

teaching and/ or research as asst. prof. in university excluding research period for Ph.D.

5. Evidence of Published work. 5 publications as books/ research/ policy papers

6. Contribution to educational innovation

7. Design of new curricula and courses

8. Technology mediated teaching- learning process

9. Minimum API Score stipulated by UGC

LIBRARY TEACHING

NAME OF THE POST

REQUIRED QUALIFICATIONS

NAME OF THE POST

REQUIRED QUALIFICATIONS

Assistant Librarian

1. Master’s Degree in Library Science/ Inf. Science/ documentation with at least 55% marks or equivalent of Gr.B in UGC 7 point scale

2. Qualifying in the National Level Test conducted by UGC or any other agency approved by UGC

3. However, candidates awarded with Ph.D. in accordance with UGC 2009 regulations are exempted from eligibility condition of NET/SLET/SET

Assistant Professor

1. Master’s Degree in Library Science/ Inf. Science/ documentation with at least 55% marks or equivalent of Gr.B in UGC 7 point scale

2. Qualifying in the National Level Test conducted by UGC or any other agency approved by UGC

3. However, candidates awarded with Ph.D. in accordance with UGC 2009 regulations are exempted from eligibility condition of NET/SLET/SET

LIBRARY TEACHING

REQUIRED SKILLSLIBRARY

REQUIRED SKILLSTEACHING FACULTY

From the Prescribed Criteria1. Professional Skills2. Professional Commitment3. Innovative Library Service4. Publications5. Research Skills6. Documentation Skills7. Archives and Manuscript KeepingFrom the Analysis of

AdvertisementsIn Addition to the above –8. Communication Skills9. Interpersonal skills10.Language skills including foreign

languages11.Knowledge of computers12.Library Automation13.Experience in Digital Library

Creation of Institutional Repositories using

14.Information Handling15.Searching online databases16.Library software and office

automation17.Open Source library Software –

KOHA & Dspace18.Searching standard reference

sources including e-resources and internet

19.Facilitate Access to information20.Maintenance of books as well as

data in software.21.Web 2.0 / 3.0 22.Web page designing &

maintenance23.Computer typing speed 24.Administrative Skills

From the Prescribed Criteria1. Professional Skills2. Research Skills3. Publication of high quality

papers/books etc4. Educational Innovation5. Curriculum Design6. Technology Mediated Teaching-

Learning

What more is required?

7. Curriculum Design or Instructional Design?

8. Collaboration with Faculty & Learners

9. Presentation Skills10.Communication skills - Technical

writing; Lectures11.Interpersonal Skills12.Publications13.Innovative Teaching Techniques14.Teaching Aids15.Open Educational Resources16.Quality Assurance mechanisms17.E-Learning / Online Learning18.MOOCS19.Learning Management System20.Content Management System21.Philosophy of education & Writing

Lessons and Lesson Plans22.Editing books/ research papers etc.23.Script writing for media (A-

V)lessons24.Support Self learning25.Life long learning & Continuing

education26.Organizing Workshops/seminars/

conferences/training programmes

Findings1. Majority of the posts are advertised from Delhi (41.94%)

followed by Gujarat (6.45%) and West Bengal (5.16%).2. Majority (20.97%) of the posts are Unreserved or are

meant for General Category, 15.6% reserved for other backward category, 13.55% for SC, 7% for STs and only 5.81% are reserved for Physically Handicapped. It is interesting to note that *Thiruvalluvar University, Serkkadu, Vellore, Tamil Nadu is the only university which has reserved all the 8 posts to women, destitute women, most backward women and SC/ST women.

3. 30 different designations were used for library jobs across the States and Institutions. Teaching positions including Professor, Associate Professor and Asst. Professor together constituted 9.04% of the total vacancies.

Findings 4. Librarian, Dy. Librarian and Assistant Librarian vacancies in

Central / State / Deemed Universities constitute 26.38% of the total vacancies.

5. The remaining 65% of the vacancies are coming from colleges / schools / scientific & research organizations / Government institutions etc. These posts have 22 varied designations. The designation ‘Librarian’ is generally used by schools, colleges and other institutions. The qualifications, pay scales vary across the institutions. More number of vacancies (25=8.06%) are advertized under the designation “Library Assistant”.

6. Posts with same designations have different pay scales / Grade pay in different institutions.

7. There exists variation in the minimum qualifications and skills required for Teaching and Library (UGC) jobs. While Ph.D. is made essential for teaching positions of professor and Associate professor, they are desirable for Librarian and Dy. Librarian positions.

Findings8. Job Description is an important aspect of job

advertisements. Job description gives the applicant a chance to assess his or her suitability for the post. Except for ‘Universal Education Services’ – a private organization none of the other institutions have given a detailed ‘job description’. University of petroleum & Energy studies also provided some clarity by mentioning the nature of duties (classification, cataloguing, shelving, library software etc.) and the specific skills required for the advertized vacancies.

9. Some institutes like – National Inst. Of Virology, Pune; HAL, IIT patna, Tezpur University, have asked for diploma in computer applications/PGDCA/MCA qualification along with BLIS/MLIS and experience in a computerized library. Univ. of Delhi has asked for computer science paper at graduate / PG level & 6 months computer science course.

SuggestionsIn view of the higher qualifications and skills expected from the

Library Asst., Information Asst., Professional Asst, Scientist etc. positions, there is a need to revise the minimum eligibility criteria formulated by UGC for higher level posts of Librarian and Dy. Librarian.

More and more institutions should offer Library Trainee positions to help students to acquire working experience; exposure to new technologies and shape their careers. The institutions also can benefit from the services of the fresh enthusiastic and energetic graduates.

Soft skills including communication; interpersonal skills; languages etc. should be offered as an ‘add on’ course - Elective / Foundation courses;

For some of the skills like – publication, research, seminar presentations etc., weight age is assigned in API Score. However, separate parameters for API Score should be developed for Library posts (UGC). API Scores can be made more exhaustive to include other skills identified and required for librarians.

SuggestionsThere is a need to stream-line the

designations of library staff at various levels working in different institutions across the country.

Separate guidelines, eligibility criteria, skills required along with job description of various library posts in different types of institutions have to be developed.

LIS educators should take necessary steps to see that what they teach is matching with the demands of the job market.

Suggestions

At this juncture it is very disheartening to note how librarians are treated in the 7th pay commission report submitted day before yesterday.

7th Pay CommissionAs You can see, the 7th pay commission has

grouped library staff along with firefighting, store keeping, para-medical staff and said these staff are engaged in similar functions.

Further the report says that the pay scales and eligibility criteria for library posts are appropriately placed and there is no need for up gradation. Librarians should wake up to this call and voice their concern and discontent to the insulting and callous attitude of the government.

Unless the Government changes its attitude towards the noble profession, no progress and developments can be expected or achieved in the field.

ConclusionLIS courses should equip the students with broad

range of skills and competencies to meet the highest demands of the information sector.

LIS Curriculum should strike a balance between the traditional and modern concepts. There is a need to re-orient the LIS curriculum to meet the growing needs and demands of the LIS job market.

LIS schools and Departments should revise the curricula from time to time and incorporate theory and practical components of Digitization, use and management of e-resources, Open Access and Open Educational Resources, Searching online databases and impart practical knowledge of using various open source digital library software.

ReferencesSinha Manoj Kumar and Pandey Brojesh Kumar (2014).

Status of Job Opportunities and Employment of Library and Information Science Professionals in India: An analysis of Job Adverisements. IOSR Journal of Humanities and Social Sciences. 19(1). Pp. 79-93

Saroja, G. & Chandrasekhara Rao V (2014). Three decades of LIS Education at Dr.B.R.Ambedkar Open University. Proceedings of the conference on ‘LIS Education in India with special reference to ODL: Prospect & Retrospect”. New Delhi: Excel India Publications.

Shongwe, Mzwandile M. & Ocholla, Dennis N. (2012) An Analysis of LIS Job Market in South Africa. http://www.lis.uzulu.ac.za/research/2012/Shongwe_Ocholla__SCECSAL_final_version.pdf (accessed on 20.11.2015)