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This paper describes the situation of library and information education in the six member nations of the Gulf Cooperation Council (GCC), located in the Middle East. Data were collected through a mailed instrument from six schools located in three countries of the region that offer degree programs. Five of the six programs are essentially undergraduate. Three schools reported that they were revising their curriculum and one school had recently completed the process. Little change in their curricula was noted in these schools. The student-faculty ratio in all the schools is satisfactory. Intake and dropout rates in four of the six schools are alarmingly high. Four of them are extremely deficient in technological resources. Little application of computing hardware, software, bibliographic utilities and automated systems was found in four of the six schools. There is a real paucity of monographic and periodical resources in the majority of schools. Fieldwork was found to be a norm as a graduation requirement in these schools. The findings can be generalized to a number of developing nations that have similar conditions of library and information education and employment markets.

This paper reviews the preparation, planning and implementation of the Continuing Education (CE) program aimed at upgrading the skills and the competencies of the library staff at the King Fahd University of Petroleum & Minerals (KFUPM) Library, Saudi Arabia. The process of assessing the needs and strategies used for program development and implementation as well as problems faced in coordinating the various components of CE program is discussed. The CE program consisting of (1) short courses, (2) W9rkshops, (3) symposia, (4) pre- and post-conference tutori­ a1s, and (5) 10ca1 seminars - proved to be an effective means of staff development. Perhaps the key to the success of the CE program was the involvement of the library staff in assessing the needs and the struc­ ture of the program. A total of six short courses, nine workshops and 1610ca1 seminars were conducted over a three year period as part of the CE program. An iriterim eva1uation, follow-up to assure the utiliza­ tion of training imparted, and an appropriate mechanism for continued motivation of staff have been con­ sidered necessary for future success of the program.