. . Tlie'Af1icali:SYfilpB~lum~An'O·L~ine'·JQ.urnatOfAfrICan'~ducational Rese-althNeMork Global Communication/Educational Resources and Skills Developments In Developing Countries: Case Study Of University Librarians In Nigeria By ... .: .T. A.Akanji,,,',. • - ~./ •• ' ,.... " •••• , ~ •• "', -',", ': • p' '.' -.' And c. O. Ola Abstract This article examines the relevance of training and skills development to modern librarianship in the first generation universities in Nigeria. The developments noticed in thissector in the universities within the past decade made it imperative to have new workers with new skills to adopt to the many changes that have taken place that are likely to affect the working environments and professional functions of the librarians. A descriptive survey research design was adoptedfor the study. 80 librarians made up of (twenty eight) 28 professional librarians and 52 Para-professional librarians participated in the study. Data were collected using a questionnaire tagged Workers Skills Development Questionnaire (WSDQ) and this was complemented with structured interview. Findings revealed that librarians should be trained to cope with global change in librarianship. Specific areas where skills need to be enhanced were identified and suggestionsfor sources offund were described. Introduction The nature of library resources has transformed from the normal collections we used to know into electronic format. Clients' demands have also changed from asking for sources of information to demanding real information. These inevitable and unabatable changes eroding traditionallibrarianship practices have placed a demand for capacity building on libraries and librarians. ~he field. of libr.;;t,f~~WNp/(ip"Y\~*~Yf?,in!1&P,! ITlJfPll: ,~~v:y,lp,pm,!1nFi!an,t~r.5\n~~Ql,"rnN}ontsh~t any library that does not embrace the new development will become obsolete in no time, The Idea of interlibrary loans and dependency, for instance, is not strange in the librarianship circle. The dimension through which it is integrated into library practice currently cannot be ignored. It is no longer considered merely a convenient arrangement. It is structured and participatory, and the government (in public-owned institutions) takes keen interest in the arrangement plus making grants available for its smooth implementation. If an item is needed that is not available in a particular library, the item can simply be made available within reasonable length of time by clicking of appropriate keys through special delivery system. An example of such arrangement is the 'I-Share' system, which includes the resources of 65 Illinois libraries belonging to 'Consortium of Academic and Research Libraries in Illinois' (CARLI webpage). The formation of the 'Friends of the Library' association in most libraries is quite significant. Although the body's activities may seem adjunct, it is germane to the well-being of the library. If the library must perform its role effectively and be responsive to users' needs in a society where all social programmes compete for funds and attention from government, the intervention of the Volume 9, No.1, June 2009 , . ',.,t ',. , :.. ,,, (; . The African Symposium (ISSN# TX 6-342-323) 27,:Ili; I UNIVERSITY OF IBADAN LIBRARY The African Symposium: An On Line Journal Of African Educational Research Network 'Friends of the Library' group is becoming inevitable in the library environment. In Nigeria, this group, which is becoming phenomenal in library communities, is very novel. These trends are now regarded as 'best practices' for the improvement of library functions and services even though they may be considered as merely contingent to the core technical and professional practices of selection, acquisition, organization and dissemination of materials. More challenging presently is the need for training in the librarianship art of sourcing, acquiring, preserving and making available electronic resources. The idea of audio books may seem strange but it is generating a lot of discourse in higher educational institutions. Librarians must be ready to embrace this new medium of communicating knowledge. Libraries exist to give service. It is either they do this or they become irrelevant. To continue to be relevant, conscious efforts should be made for training and retraining of library personnel. In recent years, many socio-economic changes have affected the funding of public universities in Nigeria and consequently their libraries. These changes affected the training of professional librarians who seriously need to face the challenges posed by the accelerating pace of change in the world of communication. The ability and readiness of libraries to adapt to the changes in this very fast evolving field would be a measure of its ability to stand the test of time, as it would be able in a position to meet the ever-increasing information demands of its ever-changing clienteles. To meet these seeming uphill challenges, libraries must transform into a learning organization. Literarily; a learning organization is one that is: • able (on a continuous basis) to take the appropriate cues from its ever changing operating environment. • able to continuously reengineer its system and processes. • capable of continuously repositioning itself to preserve its niche and maintain or enhance its competitiveness, by responding appropriately to evolutionary trends. Many strange factors in developing countries often create impediments for learning organizations to be able to achieve its objectives. Inadequacy of funds is considered universal and pervasive in li~r1;\rj~s regardless oftype, status or location. However, some libraries suffer debilitating' neglect thar'i~others: This 'is'-particularly serious 'in' developing countries where there are constant economic problems which manifest in unemployment, poverty and shoestring budgetary allocations. Consequently, national priorities dictate the sectors of the economy that are given budgetary attention. Publicly funded university libraries in Nigeria are bedeviled by financial constraints. This is particularly so because the education sector is not given the prime place it deserves in the national annual budget. Since the universities are poorly funded, it is common knowledge that when there is reduction in budgetary allocations, the libraries are the first to suffer cuts in their allocations. (Ola, 1995). In alluding to the financial constraints experienced by Nigerian Universities, Ola (2005) informs "In Nigeria, educatioii.I.:' suffers greatly despite persistent 'agitations by the general public that the sub-sector should be adequately funded." He further stated that libraries are so poorly funded that they cannot even afford to subscribe to journals and other periodicals. Moreover, libraries are at the mercies of their principals, Even when subventions are released by government to universities, the ten percent (10%) of recurrent expenditure (which has now been further reduced to be 10% of overhead cost of the university) that should statutorily be made available for library use is manipulated by university administration, and oftentimes, the fund is diverted to other uses. In most cases, the University Librarians are not signatories to library accounts, so, the funds would have been long expended for other things before the libraries get to know. Undersuch Jdrcu'rtl'stance's as this,' there 'are' hardly 'any thoughtsgiven to training and capacity building! 28 Volume 9, No, 1, June 2009 The African Symposium (ISSN# TX 6-342-323) r» " I UNIVERSITY OF IBADAN LIBRARY The Afrlcan'Symposlum: An On line Journal Of African Educational Research Network The information needs of library users continue to soar everyday due to the emergence of new frontiers of research. The only way to keep users satisfied and sustain their confidence in the libraries is through efficient training of the librarians. Statement of the Problem There is a major' transformation in the libraries in Nigeria from manual (traditional) librarianship to the electronic (modern) format of information service delivery occasioned by the changing frontiers of learning and research. For instance, libraries have to respond to the demands of distance learning through wider outreach. Many libraries now have to use new methods like On-line Public Access Catalogue (OPAC), the Internet and multi-media electronic communications systems to widen their outreach which requires special and new kinds of expertise both on the part of the librarians and the library users. The new changes are coming in the face of dwindling economic resources. There is therefore the need to sensitize the librarians on the need for training to cope with these changes. Against this background, this study aims to identify specific areas ..where the skills of the university librarians need to be developed as a response to the identified changes in the public university libraries in Nigeria. Methodology The descriptive survey method was adopted for the study. The instruments used for data collection were: a set of questionnaire tagged Workers Skills Development Questionnaire (WSDQ) and a self structured interview. The items contained in the instruments were used to elicit information on specific areas of skills development needs and possible environmental factors that may hinder skills development. Five First Generation Universities participated in the study. The 'first,g¥ii'eraticiil uni~ersities' and 'their ~y~ar.so~establishment arelisted below. 1. University of Ibadan (South West, Nigeria) 1948 2. University of Nigeria, Nsukka (South East, Nigeria) 1960 3. Ahmadu Bello University, Zaria (North Central, Nigeria) 1962 4. University of Lagos (South West, Nigeria) 1962 5. University of Ife (Now Obafemi Awolowo University) (South West, Nigeria) 1962 There are three categories of staff ide,ntified by the researchers, they are: . I j(4f\1l1itH:(t .h.u: .; ·...i.!~ U',,' 1.'11 )!!;' uuu cr- !t\'ll!,r:!r: ,;i~ '.:"P\'.i 1. Support Staff: The library assistants, clerical, secretariat, accounts, technical and security staff 2. Para-professional staff. The library officers, the staff in this category rise through the ranks. They hold diploma in the library science (DLS), a first degree in library science or other related disciplines. They cannot rise higher than the level of a chieflibrary officer. 3. The professional library staff. They are the smallest in numerical terms and hold a minimum qualification of master's degree. Only the last two categories i.e. the para-professional and professional librarians took part in the study; ,.. ~.,.:,Cll,-._,",-", ~.".,.~ - .•h •• J'''' .J. - ••••••• ' , •.••••• Volume 9, No.1, June ~QQ~'f' '1'1 .!:! . ...1 • ,., •• ! T~e ,A~riqanS, ymposium (ISSN# TX 6-342-323) 29) ,L , 1.1\ \ "\....\. \..', .. ,-, .. UNIVERSITY OF IBADAN LIBRARY The African Symposium: An On Une Journal Of African Educational Research Network Hierarchy of Professional and Para-Professional Library Staff in Nigeria The hierarchy of ranking of para-professional and professional librarians is presented below. A. Para-professional librarians Chief Library Officer Assistant Chief Library Officer Principal Library Officer Senior Library Officer Higher Library Officer . Library Officer B. The professional librarians University librarian Deputy University Librarian Principal Librarian Senior Librarian Librarian I Librarian II Professional librarians are categorized as academic and are in fact members of Academic staff Union of University (ASUU). The position of University Librarian is occupied by appointment for two terms of five years each. Only very few employees get to the level of Deputy and University librarians. 30 Volume 9, No.1, June 2009 The African Symposium (ISSN# TX 6-342-323) UNIVERSITY OF IBADAN LIBRARY The African Symposium: An On Une Journal Of African Educational Research Network Conceptual Model The theoretical framework on which this study is based is as presented below. The Domestic and Global Mindsets Model was developed from the submissions of Shandler (1996:7) from format WSDP (Workers' Skills Development Programme). "DM" (Domestic Mindset) is integrated into the Global Mindset (GM)' to have WOrkers' .Skills Development Programme' curriculum (WSDP Curriculum) on which worker's training and educational programmes are based to produce the right skills that compare favourably well with the best across the globe and which will engender productivity. Domestic Mindsets (DM) like Differential - Global Mindsets (GM) like functional expertise structure Mechanism bigger broader picture, ,.. prioritization 1n balance contradiction ..... 1n Integrated ~ Mechanism .J/'---\ - ---:;~----------' Workers' skill Development ,J r Programmes Curriculum •.. (WSDP Curriculum) 3 'Tl - (t(t en - c0-1> .<.!). ;><"o :l •.. ~ 0-0 e0n :n -0 < a,:!<) , •.•••• \ • .t"- ( l\..\.; Actual Worker's Training and ::lca ~. .",. 1 I ·V < 0,.. Educational Pro·grarrmui'i:e. or{tlie:' .. -tc:: 0 :> (ti::l '.0g Uc:: job training, shop level, overseas 3 3~. 1> o '@ training etc a function of skills-gap, ::l ::l ::l E ;;-0 2 r- en B 33 c:: c:: The desired output like improved 3 c:: '@ ~ .;; ::l o·B c:: among others. --- /> ::l;;0- cr 0 W (t .2 ~ :4. ~ "'"U oj C .0 ..l. -0 ciiirm6blIfiYJ, more effiCie'ricyartd 'productiVitY,' equal'opportunities for staff Gob satisfaction, better allocation of work, division of labour and professionalism) more team work (collectivism and togetherness due to common goal orientation) less absenteeism, reduced staff turnover, (less cost and human errors) increased staff motivation, better perception of the company and the job, improved communication (at levels and better customers service relation). Today, individuals and organizations must become continuous learners. It is not surprising to find that most successful organizations operate in a continuous learning mode. . , , [1 \ \ j!', \ i " . 32 Volume 9, No, 1, June 2009 The African Symposium (lSSN# TX 6-342-323) UNIVERSITY OF IBADAN LIBRARY The African Symposium: An On Une Journal Of African Educational Research Network Identification of Training Needs Training becomes useful only when it is directional. It is expected to attempt to correct an identified problem in the organization. Considering the huge cost of training to an organization, it should be given where it is really needed. Training is the use of scarce financial resources for . the- betterment of the .equally scarce human resources.,· Therefore the identification of training needs should precede any training activity. Boydel & Leary (1999) describe their idea oftraining needs as existing any time an actual condition differs from a desired condition in the human or "people" aspect of organization's performance or, more specifically, when a change in present human knowledge, skills or attitudes can bring about the desired performance. Ingwu (1987) also describes training need as the recognition of an unusual or abnormal condition that requires correction. Nti (1974) identifies five fields in which training needs must be analyzed as follows: i. Training new employees (orientation, induction training etc): ii. Training present employees for increase work effectiveness iii. Training outstanding employees for promotion and filling of-vacancies iv. Executive training v. Attitude There is also the need for training need assessment in the organization in the following areas: Training needs resulting from changes in legislation; • Changes in needed skills or procedures because of new technologies (e.g. introducing electronic system into.librarianship); I' . ., .' (It' '1'1 It·· ,,', II .;., l,' . I, ,', .' ,"'I. • . • Improvement of existing skills to enhance productivity and boost levels of services; • Acquisition of new skills necessary for prompting workers in their new jobs or for introducing changes in the division oflabour within administrative units; • Continuous updating and professional fulfillment of employees whose specially areas are known to undergo rapid and significant changes; • Imparting necessary skills for new employees so that they can perform in the new environment; • Organizational growth in terms of efficiency and effectiveness from improved management t~cl].,t;l,t