Abstract
Debate on the focal issues of this paper, the Core Curriculum and Minimum Academic Standards (CCMAS) Total Inclusive Education (TIE) cannot be exhaustive. CCMAS as presented by the NUC is an amalgam of the Minimum Academic Standards (MAS) of 1989 and the Benchmark Minimum Academic Standards (BMAS) of 2007. CCMAS project began in 2018, launched in 2022 and adoption commenced with the 100 Levels from the 2023/24 academic session in all Nigerian Universities. The document prescribed core curriculum courses for the Nigerian University system where universities were to accept the prescribed courses of 70% and design the remaining 30% to conform with the peculiarity of each institution. As elaborate as the courses prescribed are, the author felt that it was not exhaustive enough since a critical aspect was omitted, the big issue of INCLUSIVITY. This assertion was confirmed when checks were conducted on the course listings in the curriculum. Very worrisome was the fact that even in other climes outside, the situation was essentially the same. People Living with Disabilities (PLWDs) and especially the Visually Impaired Persons (VIPs) usually were helpless in accessing library resources because no library staff possessed skills to assist them. The paper suggested ways out for improvement by getting ideas from the course listings from Special Education programme which if embraced will equip librarians with the needed skills to adequately attend to the needs of this group. A few of the courses in Special Education (ESP) as suggested could be fused into LIS curriculum design.
Presenters
Emmanuel Layi AdebayoProfessor and Dean, School of Library, Archival and Information Science, Libarry and Information Science, Lagos State University, Lagos, Nigeria
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
INCLUSIVITY, CCMAS, TRAINING, STANDARDS, LIBRARY, INFORMATION
