Lugya, Kiwuwa Fredrick2026-06-112026-06-112026Lugya, K. F. (2026). Skills, education and professional development : preparing information workers for the future of work, learning, and knowledge. Information Futures Series. Goethe-Zentrum Kooperations Partner = Uganda-German Society.https://doi.org/10.60682/k1sc-zx29https://doi.org/10.60682/fjcg-gp04https://goethezentrumkampala.org/2026/05/25/information-futures-dialogue-series/https://shorturl.at/2kNAdThe three provided documents form a cohesive professional development package created for the Ugandan library and information science (LIS) community. The core presentation and speaker notes are derived from a synthesis of two major future-looking frameworks: the IFLA Trend Report 2024 and the American Library Association's STEEPED framework (Society, Technology, Education, Environment, Politics, Economics, Demographics). The STEEPED lens is introduced as a structured tool to scan for and categorize emerging trends beyond the immediate horizon. From the IFLA report, the materials distill seven high-level trends affecting the information and knowledge environment, including the transformation of knowledge practices, the societal impact of AI and other technologies, the renegotiation of trust, the increasing complexity of required skills, uneven digital distribution, resource consumption by information systems, and the human need for community connections. Key scenarios from the report, such as the "AI Scalper" scenario, are also used as critical discussion points. Contextualizing these global trends for Uganda, the documents highlight the country's young, mobile-first population and the unique trust placed in libraries. They identify an urgent need to modernize LIS curricula by integrating competencies like prompt engineering, voice search literacy, research data management, and AI output verification. The solution proposed includes adopting badging and micro-credentials, aligned with Uganda's TVET system, to provide flexible, skills-based recognition outside traditional degrees. The presentation outlines a vision for information workers as facilitators, digital navigators, and trust anchors. It emphasizes collective impact, urging cross-sector collaboration with TVET institutions, NGOs, tech hubs, and the government. The speaker notes provide a detailed script, guiding the facilitator through each slide with clear time allocations, discussion questions, and context. It includes a powerful "day in the life of a Ugandan librarian in 2030" to illustrate a positive future. Finally, the "Commitment-template-Draft.docx" is an activity handout used during the presentation. It prompts attendees to make a concrete, personal pledge to pilot one trend-based initiative, such as an "Unplugged reading hour," an "AI literacy workshop for staff," or a collective impact partnership email, and to commit to a deadline and an accountability partner. This transforms the theoretical content into an actionable plan, grounding the entire package in practical next steps.PowerPoint Presentation This 25-slide presentation, created by Dr. Fredrick Kiuwua Lugya for Uganda's Information Futures Series, addresses the critical need to modernize skills and education for information workers. It establishes a "quiet crisis" where information is exploding, but the ability to verify and manage it lags behind. The presentation introduces the ALA's STEEPED framework (Society, Technology, Education, Environment, Politics, Economics, Demographics) as a structured tool for scanning future trends. Drawing from the IFLA Trend Report 2024—which outlines seven major shifts, including AI's impact, evolving trust, and increasing skill complexity—the presentation identifies a significant curriculum gap in Ugandan LIS education. Current programs focus on cataloging and basic ICT, while missing crucial areas like prompt engineering, voice search literacy, and AI verification. The proposed solution involves reimagining the librarian's role from a custodian to a facilitator and trust anchor, and adopting badging and micro-credentials aligned with Uganda's TVET system. Three core competencies for 2030 are highlighted: Digital & AI Literacy, Media & Information Literacy, and Futures Thinking. The presentation calls for collective impact across sectors and ends with a practical activity card for attendees to commit to a single, actionable initiative. Speaker Notes These comprehensive speaker notes provide a complete script for the "Skills, Education & Professional Development" presentation. The notes are structured for a live delivery, spanning approximately 45 minutes of speaking time across 22 slides. Each slide section includes specific content to convey, timing cues, and embedded discussion questions. The speaker begins by questioning whether current training prepares workers for the past or the future, then grounds the discussion in Uganda's unique context: a young population (77% under 25), a mobile-first nation, and libraries as trusted spaces. The notes provide detailed explanations of the STEEPED framework and its seven lenses. Key scenarios from the IFLA report, such as the "AI Scalper" scenario, where automated systems could exploit public services, are used as powerful teaching tools. The speaker explains the curriculum gap and introduces the concept of badges (e.g., "Hybrid Reference - AI + Human"). Detailed examples of a future librarian's day in 2030 are provided to illustrate a practical, achievable vision. The notes emphasize collective impact and cross-sector collaboration with TVET institutions, NGOs, and tech hubs. They close with a guided activity using the commitment card template, asking attendees to write down one specific initiative, a deadline, and an accountability partner. This transforms the presentation from a lecture into a call for personal, professional action. Commitment card This one-page document is a simple, structured commitment card used during the presentation's closing activity. It provides a fill-in-the-blank template: "I, [your name], commit to piloting one trend-based initiative by [deadline]." Options for the initiative include: Unplugged reading hour, Voice-activated library FAQ (WhatsApp voice), Badging program for RDM, AI literacy workshop for staff, Collective impact partnership email, or an "Other" write-in option. The form also includes fields to specify an accountability partner (colleague, supervisor, or friend) and a designated deadline. The card transforms the abstract concepts of the presentation into a concrete, personal, and time-bound commitment to action.enOther