A review of the library and information science profession in the Maldives: Development,challenges and opportunities

Abstract

The Republic of Maldives, a small island developing state in the Indian Ocean, has achieved upper-middle-income and high human development category status, and one of the strongest information and communications technology infrastructures in South Asia. However, the country’s library and information science sector, which saw its inception over seven decades ago, has yet to advance beyond the initial development phase. This article traces the emergence of the library and information science sector in the country and draws attention to the myriad challenges faced by it. The article is also an attempt to draw the attention of government decision-makers and motivate them to understand and resolve the difficulties faced by the library and information science sector through engaging library and information science employers, educational institutions, professional trainers, and library and information science professionals. Some concerns are identified and five key action areas with associated action steps are suggested. These may resonate with other small developing countries that are facing similar scenarios.

Keywords

Library and information science LIS profession LIS education continuing professional development library associations Republic of Maldives

Introduction

Libraries have been an integral part of the social infrastructure for aeons and are largely associated with economic development and prosperity, intellectual growth, education and learning, research, personality development and societal evolution (Klinenberg, 2018). Society and social institutions are dynamic and evolve with the times, and so have libraries. Technology, globalization and consumerism have not only accelerated societal changes but also transformed and redefined libraries. Today, libraries are perceived not only as a gateway to knowledge and culture, but also as a platform to support education and lifelong learning that stimulates economic, social and cultural development. Moreover, libraries provide opportunities for idea-sharing and interaction, thus fostering social cohesion and community-building. Furthermore, as institutions with a social responsibility, libraries are perceived not only to be well placed to improve the outcomes of the United Nations’ 2030 Agenda for Sustainable Development goals, but also to be visionary and innovating to adapt to the post-COVID era (European Bureau, 2020; IFLA, 2017).

The emergence of digital content, cheaper computer storage, and fast and reliable telecommunications has also opened up unprecedented opportunities for libraries. These developments, especially the digital shift, have challenged the library and information science (LIS) profession on two levels: first, to reskill as well as acquire new skills to stay relevant, and, second, to help develop the capacity of library users through media and information literacy skills to effectively navigate the digital information landscape for learning, work and personal needs (Carlsson, 2019; Varlejs, 2016).

Information is an enabler to making informed decisions for a better life. Universal access to information implies equitable access to information for all countries and citizens, irrespective of their level of national development. However, it is a fact that the availability of library services and access to information does not present a level playing field due to many factors. For example, we are aware of the glaring disparities in the digital divide and the existence of low-tech environments in many developing nations. As such, support for easy access to information is all the more important for these countries (International Telecommunication Union and UNESCO, 2019).

The geographically challenged small island developing state of the Republic of Maldives, located in the Indian Ocean, saw the emergence of its LIS sector in around 1945. The sector is still evolving, with advancements in LIS education gathering momentum only during the last decade, and the LIS profession yet to gain recognition in the country. The aim of this article is to map out the origins and current status of the LIS sector and draw attention to the plethora of challenges faced by the LIS community. Another aim of this article is to reach out to government policymakers and motivate them to understand and resolve the difficulties faced by the LIS sector through engaging various stakeholders such as LIS employers, educational institutions, professional trainers and LIS professionals. The article is informed by the limited body of LIS literature available on the Maldives, as well as insights acquired by the first author during a study visit to the Maldives (De Alwis, 2019). In addition, the findings of the first countrywide study on the status of continuing professional development (CPD) for LIS professionals in the Republic of Maldives provided some useful data (De Alwis Jayasuriya et al., forthcoming). Other small developing countries that are faced with parallel situations may find value in the proposed recommendations.

The Republic of Maldives

The geographically isolated and dispersed low-lying island nation of the Republic of Maldives, located in South Asia, is an archipelago of 26 atolls and 1192 low-lying small coral islands, of which 188 are inhabited by a population of less than 400,000 (National Bureau of Statistics, 2020). Malé, the Republic’s capital, serves as the country’s resource hub and is one of the most densely populated cities in the world. The adult population (those aged 15 and above) has a high literacy rate (97.74% in 2014) and there is a literate youth population (National Bureau of Statistics, 2020; UNESCO Institute for Statistics, 2015). The official language of the country is Dhivehi and the medium of instruction at the primary, secondary and tertiary levels of education is English.

Growth in the tourism sector has helped the country advance to an upper-middle-income status and the high human development category. However, despite its high socio-economic development, the country is a typical example of the ‘island paradox’, with multidimensional development issues and geographical challenges (UNESCO, 2017). For many decades, the fishing and tourism sectors were the key income drivers, but they were overtaken by the construction industry in 2014, mainly due to the government-initiated infrastructure projects to address spatial disparity between the capital Malé and the atolls. The World Bank-funded infrastructure projects have targeted the relocation of inhabitants, as well as social, economic and institutional activities, from the sparsely populated islands to the Greater Malé region for more equitable access to resources and services, and to address the human development gap, mostly in income and education choices (World Bank, 2017).

Although the Maldives has succeeded in universalizing access to basic education, its education system suffers from a low quality of education, like many other countries in South Asia (UNESCO, 2017). As such, the government has identified the need to address the quality of education as a key priority. Measures undertaken by the government to address this gap include improving teacher education and harnessing the potential of information and communications technologies (ICTs) for education at all levels, thereby moving away from traditional modes of teaching.

The Maldives has experienced rapid growth in its ICT sector in recent years, which has facilitated connectivity and helped bridge the geographic disparity within the population (Government of Maldives, 2019). According to the International Telecommunication Union (2018), despite its challenging geography, the country’s ICT infrastructure is considered to be one of the strongest in South Asia and has generated high levels of mobile broadband coverage. In 2016, Internet home penetration was at 54.7% and access to social media via a mobile device was at 65% (Yerbury et al., 2020). However, the key limitations of adopting technology for learning are the cost of data packages and home accessibility to computers due to living and sharing facilities with extended families (De Alwis Jayasuriya et al., forthcoming).

The Maldives LIS sector: emergence and current status

A library directory compiled by the Maldives Library Association (MLA) in 2012 reveals that a total of 294 libraries operate in the country (Shiham, 2012a). These include the National Library of Maldives (NLM), which also serves as a public library for the entire country, 221 school libraries, 7 academic libraries and 13 special/research libraries.

The oldest library in the country, the Dhaulathuge Kuthubukhana (Government’s Library), was the predecessor of the NLM and was established in 1945 to serve an elite group of the community (Habeeb, 1989; Islam et al., 2012). In the late 1970s, it was restructured and opened to the community; it was renamed the National Library in 1982 and has since been serving both as the national library and a public library. The Legal Deposit Act 01/2006 was only realized in 2012 due to the lack of enabling legislation (Maldives Library Association, 2012; Riyaz and Smith, 2012). The Act supports the collection of all publications published in the country, as well as works authored by Maldivians and under Maldivian affiliation in other countries. The Act paved the way to accelerate the collection of materials for the Maldives National Bibliography, which was first published in 1995 (National Library, 1995).

Although there are no known state-funded public libraries in the country, a handful of privately owned libraries are offering public services, such as the public library in Lhaviyani Atoll (Shiham, 2012a). The 2010 Local Government Authority Act mandated each island to operate a public library maintained by the respective island council. However, according to informants for this study, to date, only two island councils in two atolls have extended public library services in accordance with this directive, and the services are offered by extending their respective government school library located on the island. The LIS professionals further suggested that there may be several reasons for the low take-up rate of collaborations. Many of the school librarians are unqualified or semi-qualified and, therefore, it can be reasonably assumed that they lack the necessary skills and knowledge to initiate and mobilize support and partnerships between the schools and the island councils. It is also possible that they lack motivation, since it will add to their responsibilities without any compensation. The NLM and MLA therefore have a role to play in proposing a mechanism to compensate and empower library staff for this additional work, and also making known to them that it is an opportunity to create visibility and advocate for the LIS profession and libraries. Furthermore, the schools’ management, as well as the island councils, should understand the potential benefits of possible partnerships between the two entities. The lack of initiative in the establishment of public libraries could also possibly be due to a gap in the policy initiatives of the NLM and/or its overseeing ministry, and the local government authority which oversees island councils, etc. However, the overarching reason for this gap may be attributed to the fact that the island councils may not be empowered as yet to fulfil their mandates as envisioned by the constitution, and the decentralization framework is yet to be strengthened (Transparency Maldives, 2019). These are areas that require further exploration and consideration.

The Maldives National University (MNU), established in 2011, is the first university and the major tertiary education institution in the country; it operates a library system comprising the main library, located in Malé, and seven campus libraries, some of which are located in Malé and others in different atolls. The nucleus of the rich collection of resources for the MNU library originated from the Maldives College of Higher Education library, established in 1998, and its predecessors (Riyaz, 2013). The MNU library is the leading library in the country, with the largest pool of library staff, and has pioneered library automation and digitization in the Maldives.

The majority of the 221 school libraries in the Maldives are located in the outer atolls, with 21 located in the capital city of Malé. The bulk of these libraries are operating under the aegis of the Ministry of Education, while a small number are in international and private schools. According to the MLA’s newsletter, initially school libraries in Malé were managed by untrained librarians and ‘there [were] no qualified or trained technical staff to handle the work…except young school leavers’ (Maldives Library Association, 1988). By the early 1990s, many of these libraries employed at least one professional librarian, recruited mainly from Sri Lanka (Islam et al., 2012; Maldives Library Association, 1991). Discrepancies in resources and manpower exist between the libraries in Malé and the atolls, mainly owing to geographic dispersion, as well as the limited availability of LIS professionals (Gross and Riyaz, 2004; Islam et al., 2012; Riyaz, 2013). Comparatively better resourced, the school libraries in Malé are manned by at least two to four staff. Conversely, the libraries in the atolls are usually overseen by one staff member, either trained or untrained, or in some cases are even left unmanned. The school libraries in some atolls are limited to a single book cupboard, a few shelves of books or a small unorganized collection, without any access to computers (Hickok, 2019; Sameer, 2005).

The National Archives of Maldives, established under the Archives Act (16/2011) in January 2012, is exploring ways to transform the future of archives in the Maldives. In an official statement released to commemorate International Archives Day, the National Archives of Maldives (2020) outlined the importance of digitization and manpower, among other related matters.

Maldives Library Association

The MLA was established in 1987 at a time when there were no qualified library professionals in the country, and it is housed in the NLM (Maldives Library Association, 1988). The MLA developed a very ambitious strategic plan for the period 2012–2015, which identified five key action areas: the publication of library and membership directories; research and publishing; education and professional development; sustainability; and partnerships. However, due to resource constraints and a lack of experienced professionals and leadership, the MLA has faced setbacks and has also been inactivate at different times over the years (Riyaz et al., 2012b). As a result, the only outcomes realized from the plan were the creation of library and membership directories, and launching an MLA blog to communicate with the profession. Outcomes such as increasing membership, appointing MLA chapters for school and special libraries, increasing publications in the field of library science, and forging partnerships with relevant local and overseas institutes are yet to be realized (Shiham, 2012b). Similarly, advancing education and professional development through the strategic actions of creating a code of ethics for librarians, conducting a periodic training needs assessment of librarians, and holding a biennial conference has not been achieved. Although some of the delineated outcomes were realized, the relative inactivity of the MLA is evidenced by the absence of MLA newsletters from the late 1990s to 2004, and from 2007 to 2009, and, more recently, updates on activities on the MLA blog from 2014 to 2016, and again from 2020 to date. The periods of hiatus in the MLA are a phenomenon that has been experienced by LIS professional bodies in developing countries, which tend to be weak because of their small membership base (Riyaz et al., 2012b; Sturges, 2012).

Several attempts were made over the years, up until the early years of the 2000s, to get the MLA registered as an accredited education and training provider. However, these efforts were unsuccessful as the criteria for accreditation stipulated by the authorities were not met (Riyaz et al., 2012b). As the MNU eventually started offering certificated programmes and given the resource constraints, it was decided that the NLM and MLA should concentrate on short-term CPD activities such as seminars and lectures (Islam et al., 2012).

De Alwis Jayasuriya et al. (forthcoming) reveal that only a small number of MLA members have been in the LIS profession for less than five years. The study reveals several reasons for the low take-up rate of MLA membership. These include the lack of follow-up due to phases of inactivity over the years; failure to update the membership register consequent to the revision of the constitution in 2014–2015; and failure to execute membership drives. Other reasons attributed to the lack of interest in MLA membership include: school librarians located in the outer atolls did not appreciate the benefits of joining the association; many of the new library recruits were considering joining a different job sector and therefore were not interested in actively participating in professional network activities; and many librarians were tied up with family commitments, with limited time for professional activities, and, as such, did not perceive the value of taking up membership for personal professional development.

The recent CPD study (De Alwis Jayasuriya et al., forthcoming) also reveals that although the MLA and NLM are focused on similar missions in terms of developing the LIS profession, there is only limited collaboration between them. The MLA continues to be inactive from time to time, and the NLM does not appear to be embracing the importance of the MLA as an enabler in implementing its strategies.

Utilization of ICT by the LIS sector

The Maldives College of Higher Education library, the precursor to the MNU library, was the first to implement a commercial library management system in the country in 2007. The NLM followed in 2011 with the implementation of the same system – the Liberty library management system. The Maldives Digital Library Project, launched in 2012 with the MLA as the project lead and technical work carried out by MNU-affiliated library professionals, was a multi-agency effort and enabled over 20 school libraries to implement the open-source Koha integrated library automation package and a digital repository at a research library using Greenstone and DSpace open-source software (Maldives Library Association, 2017; Riyaz et al., 2012a). Since then, the MNU library has also implemented a digital repository (Maldives Library Association, 2017; Riyaz and Nashfa, 2011). According to the stakeholder informants for this study, a Digital Library Unit was established at the NLM in 2015, but did not make much progress due to lack of staff. It was reported that the project was rekindled in 2020 utilizing existing staff. In January 2021, the NLM signed a Memorandum of Understanding (MOU) with stemspace.net to launch a makerspace and conduct programmes at the library. The deployment of social media by the LIS community is currently limited to the Viber groups maintained by the NLM and independent groups of LIS communities, and used mainly to market library-related events. Plans in the pipeline for the utilization of technology include the provision of technical support by the UNESCO Communication and Information Sector to strengthen open access to information through digital library initiatives (UNESCO, 2017). These forays into library automation and digitization were a key milestone in the progression of the LIS sector in the Maldives and afforded LIS professionals exposure and training in the adoption of technology.

The LIS job market

The majority of the individuals employed in libraries in the Maldives are officers of the Maldives Civil Service. It is estimated that there were 293 active library positions in the Civil Service as of July 2020, comprising 251 assistant librarian, 36 librarian and 6 head librarian positions. These positions were at the NLM, a research library, government libraries and school libraries. Approximately 93 of the positions were vacant as of August 2020, and the majority of these were junior positions which required a MQA Level 4 or 5 LIS certification and/or related work experience. According to government officials, it has been extremely challenging to recruit qualified librarians, especially for the positions that require a LIS qualification. To get around this issue, flexibility has been adopted, such as downgrading positions to recruit unqualified individuals or recruiting people with a related qualification (such as in information technology or business administration). Consequently, the majority of the individuals employed in school libraries and junior positions in the national and university libraries may likely hold a certificate in another discipline or are school leavers with a General Certificate of Education, either at the Ordinary or Advanced level (De Alwis Jayasuriya et al., forthcoming).

One particular barrier to recruiting individuals to library jobs is the absence of a job classification framework for the LIS profession (De Alwis Jayasuriya et al., forthcoming). The Civil Service Commission (2014) is responsible for the creation of a job classification framework for all professions in the Civil Service sector. The job classification framework for the LIS profession has been at the drafting stage since 2012, and the last draft, circulated by the Civil Service Commission for stakeholder inputs, is still pending.

The absence of a job classification framework is perceived by the LIS profession as a major impediment not only to the recruitment and retention of individuals in the profession, but also to attracting potential candidates to LIS study courses (De Alwis, 2019; Riyaz, 2019). The need for an approved scheme is all the more pressing given the impending launch of a LIS Bachelor degree programme in 2021.

The CPD study (De Alwis Jayasuriya et al., forthcoming) also recognizes other reasons that are limiting the recruitment of individuals to the profession, and for the high turnover of newcomers to the LIS profession without a LIS qualification:

- New job entrants lack understanding of the nature of the work performed by library professionals, as they are mainly tasked with shelving and shelf reading.

- Many new entrants perceive a library job as ‘just an interim job’, a stepping stone to another profession, and therefore lack commitment and interest in the profession and pursuing a LIS qualification.

- Individuals straight out of school may not have firmly decided on a career at that juncture and perceive that pursuing a generic qualification would offer more job opportunities.

- Most of the LIS courses are conducted in Malé, and many of the individuals working in libraries, especially in school libraries on the islands, are unable to continue studying on the job.

- Library jobs offer low salaries, particularly in the school library sector.

The study further notes that some mid-career LIS professionals were working in libraries without a LIS qualification, probably because certificated LIS programmes were only made available recently and also because of the absence of a job classification framework that mandates LIS qualifications.

LIS education and training in the Maldives

The first effort to introduce LIS education in the Maldives was in 1987 when the NLM launched the 12-week Basic Course in Librarianship with assistance from the Asia Foundation and the guidance of an overseas trainer (Maldives Library Association, 1988). The NLM continues to offer this course on an annual basis.

The first formal LIS education programme, launched in 1995, was based on a unique collaboration between three professional bodies – the MLA, the Sri Lanka Library Association and the NLM – and was offered via distance education (Yapa, 2004). Subsequently, the MNU developed its own suite of programmes, comprising the Advanced Certificate in LIS in 2010 and the Diploma in LIS in 2012 (Islam et al., 2012). The curricula of these two programmes were developed by MNU library staff with support from other practising librarians.

The challenges faced by the curriculum development team during the preparation of the two programmes included the lack of expertise in curriculum development amongst the team; the need to benchmark against LIS courses offered regionally and internationally; and conforming to the requirements of the Maldives Qualification Framework (Islam et al., 2012). A review of the MNU’s Advanced Certificate course, based on employer and student feedback, assessed its usefulness and skills applicability in the workplace, and revealed that ‘[i]n general, graduates had positive comments about their experiences’ but

Some graduates…needed more resources and support from the management…to apply their skills and knowledge. The employers too were very positive and suggested the inclusion of a research component and enhancement of the computer application component and internet applications into the program. (Islam et al., 2012: 130–131)

The review also drew attention to some of the shortcomings experienced by the LIS professionals, including limited opportunities for LIS education in the country and the need for employees to take time off work, which may risk their job security. The geographical dispersion of the country and the organizers’ tendency to conduct programmes in the capital city of Malé was a challenge for the participants located in remote atolls. The study recommended the need to introduce distance learning to help working librarians overcome transportation and financial constraints. Given this scenario, the review concluded that there was still a need for short-term LIS training opportunities for working librarians (Islam et al., 2012).

As of August 2020, a cohort of 54 students had successfully completed the MNU Diploma in LIS programme. In addition, 93 students had acquired their Advanced Certificates in LIS. It was only in 2018 that a full-time LIS faculty was appointed within the Faculty of Arts at the MNU and, consequently, a Bachelor degree programme in LIS is scheduled for launch in 2021.

Although the team that developed the LIS Advanced Certificate, Diploma and Bachelor degree programmes may have faced many challenges over the years due to their lack of expertise in curriculum development, it was opportune that they had the benefit of varying levels of LIS education through Australian-affiliated development scholarships. This afforded them the opportunity to add a more modern aspect to the programmes.

The recent COVID-19 lockdown has drawn attention to the need to review and consider new teaching and learning methods to reach out to potential students more effectively, particularly those located on remote islands (Maldives National University, 2020). The MNU has responded to this situation by adopting hybrid face-to-face and asynchronous teaching methods for its training programmes.

Additionally, the literature review conducted by De Alwis (2019) and the recent CPD study on the Maldives (De Alwis Jayasuirya et al., forthcoming), as well as this article, highlight the very limited amount of literature available on the LIS sector in the Maldives. This serves as a wake-up call for LIS professionals in the country to begin exploring various aspects of the LIS profession in the Maldives.

Continuing professional development

A two-day event conducted in 1987 was the first LIS CPD initiative to take place in the country and was perceived as a milestone in the development of the library profession (Maldives Library Association, 1988; Riyaz et al., 2012b). Since its inception, the MLA has played a key role in offering CPD opportunities to its members. But as the MLA was housed on the NLM premises and both organizations were headed by the same group of individuals, MLA programmes conducted in-house tended to be branded under NLM ownership (Nashath, 2012).

Over the years, the two principal CPD training providers that have supported the LIS profession have been the NLM and the MLA. The Institute of Library and Information Services, a unit at the NLM approved by the Ministry of Higher Education in 2010, is mandated to oversee the professional development of LIS professionals in the Maldives. Appendix 1 provides a list of LIS-related CPD programmes offered during 2016–2019 by the two key training providers in the country (the NLM and the MLA) and is indicative of the small range of available CPD programmes. The NLM offers regular training sessions to working librarians to overcome the shortage of training opportunities available (Islam et al., 2012).

During the COVID-19 lockdown, the NLM took the opportunity to adapt to the new norm by piloting one of its onsite workshops scheduled for 2020 as a webinar. Although initially there were many technology-related issues, it was well received by the LIS community. The NLM has since presented more webinars and launched a YouTube channel to access these recordings, and plans to make the webinars a regular feature. These positive outcomes have also inspired the NLM to explore the possibility of replacing face-to-face teaching with more online CPD programmes. Much groundwork is required before this can become a reality.

As NLM staff and government school librarians are Civil Service employees, they are entitled to receive at least six hours of training every year in their professional area. The mandate to oversee the on-the-job training and CPD of these employees lies with the Civil Service Training Institute, the training arm of the Civil Service Commission (2014).¹ The Civil Service Training Institute offers a wide range of general/soft-skills development programmes with an emphasis on upgrading information technology skills. The use of technology for delivering training material is encouraged to ensure inclusive opportunities for Civil Service employees working in the outer islands. Although the NLM staff have been benefitting from the Civil Service Training Institute courses, school librarians may not be aware of and/or do not perceive that they are eligible to attend these courses as they are on soft skills and are not library-specific courses (De Alwis Jayasuirya et al., forthcoming).

The first study on the status of CPD for LIS professionals in the Maldives was conducted during 2019–2020 (De Alwis Jayasuirya et al., forthcoming). The key findings of this study are as follows:

- LIS professionals in the Maldives have access to a very limited number of LIS-related CPD programmes.

- The CPD programmes offered by the NLM and the MLA are mainly targeted at new entrants to the profession, as the majority do not have any LIS qualifications.

- Appropriate training programmes are lacking for LIS professionals at the supervisory and middle-management levels across all types of libraries.

- The main barriers to pursuing CPD programmes are the lack of suitable training programmes, lack of knowledgeable resource persons and unaffordability of such programmes from personal resources.

It can be concluded that the ‘great need for short-term LIS training opportunities for working librarians’ highlighted almost a decade ago is yet to be achieved (Islam et al., 2012: 131). The findings of De Alwis Jayasuirya et al.’s (forthcoming) study are expected to provide some basic data for developing a CPD plan and strategies for the LIS sector in the Maldives.

Maldives policy direction on the school library sector

Libraries are seen as an essential resource within the education sector. Although the majority of libraries in the Maldives are school libraries and a substantial number of the LIS professionals are school librarians, investment in school library development has been stagnant for a number of reasons (Didi, 2019). On paper, in strategic plans, libraries are featured as essential players in enhancing teaching and learning activities, as well as in the general development of a well-rounded society. While there is rhetoric on developing libraries, strategy implementation seems to fall short. For example, a Voluntary Service Overseas Maldives (2005: 18) report states that: ‘Training and professional development is key to improving the quality of education being delivered in the Maldives’. However, there seems to be a gap in the human resources policies governing staff development for school librarians, and they appear to be afforded little opportunity for CPD activities (De Alwis Jayasuriya et al., forthcoming).

Another example is the National Curriculum Framework, which includes only a general reference to the school library:

10.3. Creating a Suitable Learning Environment

Provide physical facilities such as laboratories, libraries, toilets, safe drinking water, special rooms for various subjects, a canteen, adequate sport or play areas and a prayer room to promote effective learning and teaching. (National Institute of Education, 2014: 58)

The National Curriculum Framework identifies eight key competencies as the basis for employability and lifelong learning. Using Technology and the Media’ is expounded as follows:

As technology is a powerful platform to capture and disseminate information across the world, students need to master the information literacy skills they need in order to become sensitive consumers and creative producers of information. Therefore, young people need to use and manage information effectively, accurately…Students who are confident in using technology, employ digital technologies and communication tools successfully to search for, manage, evaluate and use information effectively. They recognise the information needed at any given time and purpose, how and where to locate it, evaluate the reliability and the validity of information. (National Institute of Education, 2014: 20; our emphasis)

The National Curriculum Framework’s guide for teachers (National Institute of Education, 2015) elaborates how students should be assisted in achieving the expected competencies in information and digital literacy skills. However, the guide does not specify if school librarians have a role to play in helping students to achieve these competencies.

The most recent strategic directions that govern the Ministry of Education and Ministry of Higher Education (2019) regarding the need for school libraries are reflected in the Maldives Education Sector Plan 2019–2023. Unfortunately, this document also does not identify specific strategies to develop school libraries and their librarians.

In comparison, the Government of Maldives’ (2019) Strategic Action Plan 2019–2023 is a more pronounced and robust plan, which is overseen by the President’s Office of the Maldives and is effectively aligned with the political manifesto of the current government. The Strategic Action Plan acknowledges the importance of libraries in ensuring that the citizenry become educated and free-thinking individuals. The key policy priorities identified in the education subsector relating to the LIS profession include:

Policy 4: Enhance the learning environment to ensure provision of a holistic education

Target 4.3: By 2023, all public schools have library facilities with learning spaces

Strategy 4.3: Ensure provision of adequate library services and independent learning spaces in all schools

4.3a: Prepare physical facility development plan and library development plan for provision of library

4.3b: Conduct a human resource need assessment and develop a HR [human resource] plan to employ trained librarians. (Government of Maldives, 2019: 135)

The lead implementation agency identified to achieve the targets is the Ministry of Education. The two other agencies assigned to partner in the implementation of Target 4.3a are the Civil Service Commission and the NLM. The Strategic Action Plan offers an ideal opportunity for the NLM and MLA to initiate engagement with relevant stakeholders.

Strategic partnerships

At an international level, in 2005, the Maldives was accepted as a member of the then newly established Regional Federation of South Asian Library Associations (Kaur, 2008; Riyaz et al., 2012b). The MLA was expected to benefit considerably from this collaboration but, unfortunately, the Federation has been almost dormant since 2010. In 2010, the Maldives was a partner in the creation of the Digital Library Network of South Asia which was established through a grant from University of Waikato, New Zealand, to support digital library activities, among other things (Neelameghan and Raghavan, 2013). The MLA’s digital library project came into existence through initial support from the Digital Library Network of South Asia.

In 2011, the NLM joined the Electronic Information for Libraries network and explored the formation of a Maldives library consortium with the MNU library and some private higher education providers. The key objective of the consortium was to provide the tertiary education community with access to a range of electronic resources through a cost-effective model. However, the consortium did not take off as there was no commitment on the part of some of the higher education providers (Shabana, 2012).

The NLM is a member of the Conference of Directors of National Libraries in Asia and Oceania and the International Federation of Library Associations and Institutions, and has close ties with the Asia Foundation (Conference of Directors, 2019).

Although, at the international level, the Maldives has not gained much from these collaborations, lately the NLM has started to venture into establishing strategic partnerships at a local level. Examples include the partnership with Stemspace Maldives to offer makerspace programmes at the NLM and the collaboration with Malé City Council and a private construction company to set up a street library service where books are placed in cupboards at vantage points in rest areas and small parks in the city to promote reading in the community.

A further development that has materialized in 2021 is that the Ministry of Arts, Culture and Heritage (the ministry currently overseeing the NLM) has established an International Relations Unit and appointed a subcommittee. The NLM is also represented on this committee, which may be perceived positively given that the library does not have the resources to set up its own unit for this purpose at this juncture.

It is apparent that collaborations, be they at a local or international level, are unfortunately lacking and need to be paid more attention, especially given the resource constraints that the NLM, MLA and LIS community have to cope with.

Library users in the Maldives

A narrative on the LIS profession would be incomplete without insights into the most critical component of the equation: the users served by the Maldivian libraries and LIS community. Unfortunately, there is only a limited understanding of user requirements, especially from a public library perspective. An analysis of MNU lecturers highlights that they were unhappy with the level of access to library resources (Navarro and Shareef, 2011). The MNU library is considered to be one of the most resourced libraries in the country. However, it is apparent that users now expect more online content with easier and more flexible access. Riyaz’s (2017a, 2017b) research, based on a study of lecturers and students at two of the most prominent higher education institutions in the Maldives (the MNU and Villa College), reports that there was a high reliance on Google as an information source as opposed to the use of academic libraries. It is highlighted that the low use of the libraries did not necessarily reflect a lack of resources, rather their inability to provide speedy access to full texts (Riyaz, 2017a, 2017b). Riyaz (2017a) further highlights that the user community was quite Internet-savvy and expected ‘Google-like’ information services. Given the limited financial resources at the disposal of libraries in the Maldives, limited access to journal databases was also perceived negatively (Riyaz, 2017a). A small-scale study by Mohamed (2010), conducted at the MNU central library, found that among those who regularly visited the library, only 40% expressed satisfaction with the available databases. These findings are similar to Riyaz’s (2017a) study, where only 43.1% of the survey participants from the MNU rated accessibility to research articles as good or excellent. It is unfortunate that the NLM’s efforts to set up a Maldives library consortium in 2011 under the aegis of the Electronic Information for Libraries network to provide access to electronic resources did not materialize (Shabana, 2012).

To summarize, it was over three decades ago when the first reference to a lack of qualified LIS professionals in the Maldives was made (Maldives Library Association, 1988). Almost two decades later, the Maldives LIS sector was still perceived to be in a state of development and concerns were expressed regarding a lack of skills among individuals employed in various libraries (Gross and Riyaz, 2004). Although some incremental developments have taken place in the LIS profession over the years, it is to be acknowledged that much is yet to be achieved. One reason for the slow pace of development may be attributed to the MLA not being very active. In addition, the LIS profession faces a plethora of challenges (De Alwis, 2019; De Alwis Jayasuriya et al., forthcoming; Riyaz, 2019). These include a lack of recognition of the importance of libraries; uncertain career paths due to the absence of a job classification framework; and the low salary structure, leading to low self-esteem in the profession and thus a failure to attract and retain talented individuals.

Opportunities to steer the future direction of the Maldivian LIS profession

Although there are a number of concerns that need to be addressed to build a strong foundation for the LIS profession and get it future-ready, this article proposes five key action areas that need immediate attention and key action steps to achieve the respective action areas.

Action Area 1. Build a strong collaboration between the NLM and the MLA

It must be conceded that some sort of collaboration has existed over the years. However, both the NLM and the MLA need to take a fresh look to determine how it can be strengthened for more effective outcomes. Although the MLA can rally the LIS community together, it is less effective as it is a voluntary organization that is managed by a small and geographically dispersed LIS community, and has unfortunately been relatively inactive over the past several years. On the other hand, the NLM is a policymaking body with a government mandate. Although the NLM’s core function is to manage and preserve the national heritage, it is also mandated through its training arm, the Institute of Library and Information Services, to oversee capacity-building for the LIS profession for the nation. As such, both bodies are focused on similar missions and need to cope with resource constraints – some of which are mutually exclusive and others which are common to both. However, the NLM does not seem to have had much success in fulfilling this mandate to its full capacity. Therefore, in the interests of the LIS community, the NLM and the MLA need to develop a very close working relationship and, most importantly, the NLM needs to realize the key role of the MLA as an enabler in implementing the NLM’s strategies and leverage its strengths and capabilities.

Action Area 1. Key action steps

Appoint a national steering committee to oversee the development of the LIS sector

As the mandate to develop the LIS sector in the Maldives is vested in the NLM, it needs to take a lead role to establish and steer a committee with support from the MLA. The composition of the committee should ideally include two or three senior LIS professionals, with representation from all stakeholders: the NLM, the MLA and the different types of libraries, and the MNU as the tertiary LIS education provider, as well as representatives from the Ministry of Education, the Ministry of Higher Education and the Maldives Civil Service. The NLM needs to lobby the Ministry of Arts, Culture and Heritage (the ministry currently overseeing the NLM) for its patronage and representation at a very high level on the committee. Ideally, the representations from the other ministries should also be at a high level to facilitate decision-making on policy matters. The administration of all committee matters will be the purview of the NLM. Some areas that need to be given immediate attention are as follows.

Develop a blueprint for the LIS sector

The committee should develop a blueprint and propose an implementation strategy, detailing the roles of the various agencies such as the NLM, MLA, MNU LIS programme, Ministry of Education, Ministry of Higher Education and Maldives Civil Service in developing the LIS sector.

Advocate for the extension of more public library services on the islands

Although the 2010 Local Government Authority Act mandates each island to operate a public library maintained by the respective island council, to date only two school libraries in two atolls have extended public library services in accordance with this directive. The committee should explore with the relevant island councils, ministries and local government authority the feasibility of having more school libraries extend public library services on the islands.

Advocate to improve the school library sector

The Maldives Strategic Action Plan 2019–2023 (Government of Maldives, 2019) is a perfect platform to engage with the relevant stakeholders and commence advocating for libraries. These dialogues need to focus on two specific areas: first, improving school libraries on the islands (and ensuring that members of the island councils are engaged in these conversations for the provision of funds and other resources) and, second, implementing policies governing CPD opportunities for school librarians. With respect to CPD, three measures that should be considered immediately are: (1) establishing a training policy which incorporates Ministry of Education professional development days currently extended to school teachers to be also offered to library staff; (2) providing adequate training hours to enable school librarians to acquire LIS competencies; and (3) making school librarians aware that they are eligible to attend training courses offered by the Civil Service Training Institute and encourage their participation.

Implement the LIS job classification framework

The patronage of the National Steering Committee should be sought to lobby the relevant policymakers to get the job classification framework formalized for the LIS profession. The implementation of the framework would not only facilitate the recruitment and retention of capable individuals in the profession, but also attract potential candidates to study on the LIS courses.

Conduct an advocacy campaign to create awareness of the critical role of libraries in society

It is desirable that the MLA and NLM leverage the members of the National Steering Committee to reach out to, engage with and influence decision-makers in state organizations as well as in the community.

Advocate the support of decision-makers

A concerted advocacy campaign should be conducted, targeted at relevant decision-makers. The objectives of the campaign should be to create awareness about libraries and their critical role in changing lives through education and lifelong learning, and to secure support for funding for libraries and buy-in for policy decisions pertaining to the LIS sector. For example, the Voluntary National Review for the High-Level Political Forum on Sustainable Development (Ministry of Environment and Energy, 2017) does not seem to include any reference to how libraries can contribute to the realization of the United Nations’ 2030 Agenda for Sustainable Development goals. This is a matter of concern given that UNESCO (2017) is attempting to promote universal access to information for the local community through open solutions.

Advocate the support of the local community

It is also important to garner the support of the local community to advocate for libraries. To do so, the NLM and MLA should gain the support of community leaders and other prominent members of the community or influencers.

Increase the visibility of the LIS sector

The visibility of the LIS sector could be increased by LIS professionals serving on boards or committees of community organizations and/or volunteering with these. Other options include leveraging the media to tell stories about libraries both positive and negative.

Advocating for libraries as 21st-century learning centres will help showcase how they add value to people’s lives and lifelong learning. This process would also pave the way to create visibility for the LIS profession and awareness of its contributions to the community.

Action Area 2. Strengthen the national library association

A critical first step that the LIS community needs to undertake is to strengthen the national library association in order to build a strong foundation that will be the basis for a robust LIS profession. It is desirable that senior LIS professionals take the lead and adopt a two-pronged approach: first, they need to persuade individuals that it is in their own interests to invest time in the association and, second, they need to advocate to the LIS community (especially the school librarians based in the outer islands) the purpose and value associated with obtaining membership of the MLA, and giving more visibility and respect to the profession.

Action Area 2. Key action step

Update the MLA’s list of members

The MLA’s 2012 directory of libraries should be updated and a list of personnel employed in libraries should be included. It is recommended that these lists are created online for ease of updating. This directory will also improve visibility and cooperation among library staff. In addition to personal information, this directory should include the special expertise and skills of the individuals so that they can be approached when assistance is required.

Action Area 3. Advocate CPD for LIS professionals

Given the evolving information landscape, it is imperative that LIS professionals invest in regular and planned learning through CPD at different stages of their career. Learning and implementing new skills and best practices at work will enhance the professionalism of librarians, as well as improve the quality of library services and the track record of libraries, and support employers’ organizational goals. Varlejs (2016) suggests that the primary responsibility of CPD lies with individuals. Additionally, employing institutions, professional associations, library/information science education programmes and organizations concerned with library development have a stake in the CPD of professionals. However, given the current status of CPD for LIS professionals in the Maldives, it is recommended that advocating for CPD should in the first instance focus on the individual (De Alwis Jayasuriya et al., forthcoming).

Action Area 3. Key action steps

Inculcate the importance of adopting personal responsibility for CPD

LIS professionals need to be encouraged to cultivate personal commitment and adopt a self-directed route to explore different avenues to acquire professional skills. Some useful educational resources available in the public domain include YouTube videos, lectures, conference presentations and webinars. Two tools that could be promoted for tracking individuals’ personal CPD journeys are personal development plans (Fontain, 2018; Varlejs, 2016), which can serve as a guide to developing one’s career, and the use of a ‘to do’ list to ensure that learning is intentional and focused towards projects and new tasks that need to be undertaken.

Appoint CPD champions

It is desirable to identify young individuals with leadership potential by library type to act as ‘CPD champions’. Their roles could encompass the monitoring and sharing of information on upcoming local and overseas online CPD events; motivating fellow librarians to pursue CPD activities; and initiating and promoting the use of personal learning networks as a means to stay connected and share know-how, as well as troubleshoot common concerns with fellow librarians (Cooke, 2012).

Potential individuals from amongst the CPD champions may also be considered for coaching as trainers to overcome the shortage of knowledgeable resource personnel in the Maldives. These actions will also facilitate the development of a pool of young leaders to eventually take on leadership roles and steer the future of the profession. The launch of the Bachelor degree in LIS will provide a resource pool that may be tapped to identify potential candidates for this role.

CPD opportunities that the NLM and MLA need to offer in the short term

The NLM and MLA need to offer courses that are targeted at school librarians and supervisory and middle-management personnel across all types of libraries, and to be a source for training programmes offered overseas to facilitate the development of a cohort of young LIS leaders and trainers (e.g. the train-the-trainer model). Practising CPD will have a spin-off effect on individual professionals through acquiring the desired skills and knowledge, which will help enhance their self-esteem and motivation, as well as realize their personal and career goals. For the LIS profession as a whole, it will lead to the development of the profession, it gaining the recognition of decision-makers in state organizations, and, ultimately, it being positioned as a promising profession for new entrants. In the process, it will help to break the stereotyping of library-related jobs as clerical and administrative support, and lead to the redefinition of the identity of the profession and expansion of its boundaries to fit a 21st-century image.

Action Area 4. Advocating a LIS research agenda

As the Maldives has a very limited amount of literature on libraries, it will be beneficial to initiate a LIS research agenda targeted at the different types of individuals associated with the LIS profession.

Action Area 4. Key action steps

Current cohorts in the MNU LIS programme

Depending on the programme, students may be encouraged to either conduct some basic studies or incorporate a mandatory research component in the LIS curriculum to help bridge this knowledge gap.

LIS practitioners and researchers

LIS practitioners should be encouraged to pilot projects to showcase examples of their work. Additionally, LIS practitioners could identify potential areas of research and provide support to students, faculty and researchers in data collection. This will ensure that the research has some application aspects. Three areas of research that may be given priority in the short term are: users’ perceptions of the role of libraries in national development; how libraries can best respond to users’ information needs; and how school libraries can extend public library services to island residents.

Action Area 5. Build strategic partnerships

The NLM and MLA need to reach out, explore and build strategic partnerships at two levels: locally, with individuals in related industries, community organizations and non-governmental organizations, and inter-/intra-regionally and internationally with libraries, LIS schools and professional bodies, and other related organizations that may offer opportunities for collaboration. Special efforts should be made to seek collaborations within the Asia region as these may offer a contextually better fit. Such alliances could help overcome resource constraints, especially knowledgeable individuals to support education and training activities.

The Maldivian LIS community may also consider the model adopted by a group of committed librarians and other individuals active in the field to establish the Myanmar Book Aid and Preservation Foundation.² The Foundation has successfully collaborated with local and international non-governmental organizations to assist local libraries with the donation of resource materials, the preservation of Myanmar’s historical and contemporary print culture, capacity-building through training programmes, the provision of mobile information literacy training through approximately 90 public libraries, and, lately, developing a data literacy curriculum.

Conclusion

LIS professionals who have acquired the requisite professional education and updated their knowledge through participation in CPD learning activities are likely to satisfy their professional needs and expectations. A good track record on the part of libraries would help enhance the image of libraries and strengthen and position libraries with stakeholders. LIS education in the Maldives is still in a state of development, and the LIS profession is yet to gain recognition. According to the report The future of skills: Employment in 2030 (Bakhshi et al., 2017), individuals engaged in the library sector are listed in the high-growth professions and will be in demand to navigate information even in a digitalized world. It is therefore imperative that the Maldivian LIS community take a transformative leap to drive the future direction of the profession and ensure a strong outlook for the sector, which is needed in the 21st century. Openness to new ideas and adaptability are required to make these changes happen. A strong NLM and the MLA, together with the Maldivian LIS community, need to establish a very close working collaboration. The cumulative effect of a close-knit community will be a means to overcome professional isolation, boost the status and image of the profession, and help get the profession recognized.

We live in unprecedented times. The COVID-19 pandemic has accelerated transformation throughout the world, and governments today are focused on rebuilding economies and introducing new norms. The Maldives government is likewise focused on building resilience to external shocks in the midst of coping with slower economic growth. Drawing the attention of government decision-makers and obtaining funding for LIS-related activities will therefore become increasingly challenging. The Maldivian LIS community will need to be resourceful, adopt bold thinking and initiatives, and find ways to creatively build a skilled pool of LIS professionals. These efforts will pave the way to redefining the identity of the profession and prepare it to accept future challenges successfully.

Footnotes

Appendix 1.

CPD learning activities conducted by the NLM and MLA, 2016–2019.

Year	Month	NLM	MLA
2016	February	Reference inquiries workshop
	March	Information literacy workshop
	May		Workshop on island library development
	August	Advanced classification and cataloguing workshop
	November	Fundamentals in library and information services	Training on essential skills inlibrary science (for new recruits),October–November (five Saturdays from 9 a.m. to1 p.m.)
2017	March	Hazard recognition, assessment and control workshop
	April		Dhivehi big book writing skills workshop
	May		Grant proposal writing workshop
	September	Information literacy workshop	IFLA Global Vision country workshop
	September		Workshop on island library development
	October	Library activities for preschoolers workshop
	November	Fundamentals in library and information services
2018	March	Library display and promotion workshop
	April	Dhivehi Bahuge (language) training
	June	IFLA Global Vision conversation 2018 – workshop on united library field, initiated by the MLA in partnership with the NLM (https://infomalias.wordpress.com/page/14/)
	November/December	Fundamentals in library and information services
2019	April	Workshop on library development and library management, initiated by the MLA in partnership with the MNU and NLM
	July	Research 4Life training
	September	Library management
	November		Koha training (three-day programme)

Acknowledgements

A special thank you to the Maldivian LIS community for making time to participate in the CPD study. Special thanks to Ms. Mahasin Didi, Director General, National Library of Maldives, Ms. Aminath Shiuna, President, Maldives Library Association & Deputy Director, Digitisation & Training, National Library of Maldives; and, Ms. Fathimath Nashath, Advisor/Former President MLA and Chief Librarian, Islamic University of Maldives for sharing valuable insights on the LIS sector and unstinted support throughout the project.

Declaration of conflicting interests

The authors declared no potential conflicts of interest with respect to the research, authorship and/or publication of this article.

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

ORCID iD

Gina de Alwis Jayasuriya

Notes

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