This thesis examines the trends in information science education being offered at master'srndegree level within Anglophone Sub-Saharan Africa, with a view to identifying its currentrnstatus, core competencies shared in common, problems, and implications, and to drawrnsuitable recommendations for its improvement. Analysis of the master's programmers beingrnoffered in the selected schools in the US and UK was done to identify the situation in thern"Developed World". rnA survey was conducted using self-administered questionnaires, interviews and informalrndiscussions. Respondents included the Deans of schools of LIS , SISA graduates from 1990rnto 1996, and experts in the field. Analysis of the survey findings was based on the UnescornModular Curriculum for Information Studies, with special emphasis on InformationrnScience rnFindings reveal that (1) information science as an academic discipline is relatively new inrnSSA, and almost exclusively offered in library schools except ARC IS and SIS Arnprogrammers; (2) the size of information scientists is very small; (3) there's a general lackrnof highly qualified faculty; (4) small level of IT in the curricula; (5) limited laboratory andrnbibliographic facilities; (6) lack of standards for accreditation; (7) inadequate funding; andrn(8) lack of alumni association, and academic links. Due to the differences in the levels ofrndevelopment, the situation in the US and UK was comparatively better. The overall patternrnof the courses, their durations, and admission requirements share many features in allrnprogrammersrn. SISA program has been recognized as very strong, more IT oriented, and relevant tornLIS employment and market demands. Career developments of SISA graduates seem tornbe excellent, and career prospects for information scientists are promising withinrngovernmental, private, and international organizations.rnFuture possibilities and recommendations focus on active service and unity of purposernamong LIS schools, professional associations, professionals in the field , and the userrncommunity. Recognition of information as a vital resource for socio-economicrndevelopment, by the governments and the private sector, is paramount to the future ofrninformation science education in SSA. The need for the curricula to reflect and remainrnresponsive to the developments in the "Information Age" has been underscored. Profilesrnof information scientists and schools of information science in SSA have been developedrnto facilitate the invisible college.rnThis study, as is expected, would help Library and Information Science Schools in SSArnimprove their academic programmers, build cooperation among schools and their productsrnthereby building and strengthening a strong community of information professionals in thernregion