Abstract
The Core Curriculum of Minimum Academic Standards (CCMAS) established by the
National Universities Commission (NUC) provides the foundational guideline for Library
and Information Science (LIS) education in Nigerian universities. Given the rapidly
evolving, technology-driven nature of the LIS profession, it is essential to assess the
curriculum's capacity to address contemporary professional demands. This study
examined the comprehensiveness of the LIS-CCMAS from the perspective of LIS educators
in Kano State, Nigeria. The objectives were to ascertain educators' views on the
curriculum's coverage, evaluate its inclusion of emerging trends, and identify challenges
affecting its implementation. A descriptive survey design was adopted, targeting 57 LIS
educators across three universities. A sample of 48 respondents was determined using
Krejcie and Morgan's table and selected through stratified random sampling. Data were
collected using a self-developed questionnaire, with reliability confirmed through a
Cronbach's alpha coefficient of 0.859, and analyzed using descriptive statistics. Findings
indicate that the curriculum is moderately comprehensive but insufficient in addressing
emerging technological developments such as artificial intelligence, big data analytics, and
digital innovation. Furthermore, the curriculum was found to inadequately foster creativity
and entrepreneurial skills. Limited staffing and inadequate teaching facilities were also
identified as barriers to achieving curriculum objectives. The study concludes that although
the LIS-CCMAS represents progress in standardizing LIS education in Nigeria, it requires
periodic review and enhancement to ensure relevance to global trends. It recommends
continuous curriculum improvement through collaboration between the NUC, professional
bodies, and academic institutions.
Keywords: Comprehensiveness; Core Curriculum of Minimum Academic Standards
(CCMAS); Library and Information Science Educators; Nigeria
Publication Date: 2026-02-05