Applying Evidence-Based Librarianship to developing countries based ICT training programs

As information communication technology (ICT) continues to develop in all areas of the world, ongoing technology training is vital for information professionals to keep abreast of technological advances in their practice (Ashcroft, 2004; 2005).  However, planning and managing developing country-based training programs can be challenging under extraordinary conditions, such as training in non-native languages and variable skill levels among trainees. 
 
Applying principles of evidence-based librarianship, in particular the use of measurement data offers several opportunities for improving ICT training.  First, assessing trainees’ skills and experience will provide the trainer with important data in order to tailor training to the needs of the trainees.  Using EBL techniques have additional advantages such as enhancing the training experience for both the student and the teacher, using E BL in modeling best education practices to library professionals, identifying data on the impact of ICT training, and spending precious training resources carefully.

Properly designed assessments tools give trainers useful information about their students experience and skills in order to design an effective curriculum, as well provide data about the impact the training has made on the students.  These techniques will not only assure the trainees the best training possible but also will support decision makers and potential funders about the value of ICT training.