Sam E. Ifidon

 Abstract

The article assesses the collections of Nigerian university libraries by comparing them to those of their peers in other African and British universities. It also discusses the impact of the World Bank Loan Project on resuscitating Nigerian university libraries. Strategies for maintaining adequacy and relevance of the collections for the twenty–first century are recommended.

 Introduction

Since Nigeria became a sovereign and independent nation in 1960, successive governments and many professionals have glibly made predictions of what would be attained by the year 2000. Some of these forecasts include health for all, housing for all, and free legal aid for the poor. Librarians might as well climb on the bandwagon, and predict that in the twenty–first century there will be books for all, and that all university libraries will be linked to the information superhighways and be part of the global virtual library.

Although the present writer is an incurable optimist, he intends to adopt a pragmatic approach in this paper. He will do this by, in the next section, examining the status of the collections in Nigerian university libraries in the twentieth century; in the following section, attempting to project realistically and objectively into the twenty–first century, and to map out the primary areas of collection development that should be addressed; and, in the last section, presenting the summary and recommendations.

 Collection Development in the Twentieth Century

Currently, there are 25 federal and twelve state universities in Nigeria. Of these 37 university libraries, 10 were selected to provide data for this paper. Care was taken to ensure that each of the three generations (first, second, and third) of universities was represented by at least two universities. Both state and federal universities are featured in this selection. Some of the characteristics of these universities — year of establishment, number of academic programmes at the undergraduate and postgraduate levels, number of students, bookstock, and books and journals per capita — are set out in Table 1. For purposes of comparison, the same characteristics are set out for 10 other African universities in Table 2, and 10 British universities in Table 3 [1]. All three sets of universities were established during the same period, 1948–1982. From these tables, it will be observed that all 30 universities offer courses in a variety of disciplines at the undergraduate and postgraduate levels. Their student populations range between 3,000 for the small universities to 23,000 for the large ones. Similarly, the bookstock ranges from 33,000 volumes to over four million, and the current journal subscriptions from 910 titles to over 14,000. Perhaps the most startling revelation that emerges from these tables is that Bayero University Library, Kano, has two books per reader, while Edo State University, Ekpoma, and Rivers State University of Science and Technology have 0.07 periodical titles per reader. These are the lowest figures. By way of contrast, the University of Dar–es–Salaam in Tanzania has the highest figure of 3.9 current periodical titles per reader. In terms of books, the University of Nottingham Library in the United Kingdom tops the list with 307 volumes per reader. An aggregation of the various existing national and international standards tends to suggest an average of 100 books and ½ journal title per reader [2], [3], [4].

Further study of the tables reveals that, sometimes, the numbers of books and journals per capita are small, not because the gross size of the collection is small, but because the growth rate of the university is high and, consequently, the student population is large. This is corroborated by a recent study commis-sioned by the World Bank which states, inter alia,

Enrollments are often increasing faster than the capacity to plan for and finance this growth. The university population on the continent grew by 61 percent between 1980 and 1990, rising from 337,000 to an estimated 542,700 ... During the 1980s, the capacity of African governments to finance public services fell sharply. Higher education suffered in consequence, with its share of overall education sector budgets sliding from 19.1 percent (1980–1984) to 17.6 percent (1985–1988). Recurrent budget expenditures per student, measured in constant terms also fell by about two–thirds during this period. This was not due to efficiency gains through improved management but was the negative result of cutbacks in library acquisitions, research, staff development, and maintenance prompted by rising enrollments. [5]

From this brief analysis, it is obvious how the Nigerian university library has fared over the years. The era of boom was in the 1970s. However, the situation changed in the 1980s when there were budget cuts; rising enrollment in defiance of the National Universities Commission’s prescription of a 2.5 percent growth rate for the first generation and 10 percent for third–generation universities; galloping inflation; devaluation of the local currency; and scarcity of foreign exchange. This was the situation in 1990 when the National Universities Commission became so concerned that it set up a panel to examine the condition of the federal university libraries. Some of the panel’s findings were that

The bookstock of Nigerian university libraries is in a deplorable state. The university libraries can no longer support the academic programmes of their institution… All university libraries have been forced by prevailing circumstances to reduce their annual subscriptions drastically. Despite this step, they will find it difficult to maintain their subscriptions. The pruning exercise is endless as journal prices keep rising, whereas the real value of library book vote has continued to decline … High prices of books and journals in recent times have made both the lecturers and the students to depend more and more on the library for their book needs … Nigerian university libraries rely heavily on foreign publications. About 90 percent of the book collections of the universities studied are foreign materials. [6]

While the situation was progressively deteriorating, the National Universities Commission did not just fold its arms and watch the university libraries fall downhill. It was, in fact, by foresight that the Commission proposed as early as the 1970s the concept of centres of excellence whereby a university would be known for its specialization in at least one field. The implication of this was that the library would be correspondingly strong in the area for which the parent institution is designated a centre of excellence. This was how the idea of two or three specialized reference libraries per discipline was born. The modalities for the funding were, however, not clear. Necessary infrastructures such as heavy–duty photocopying machines and telecommunication equipment were also not planned for. But the principal cause for the seeming failure of the idea was the lukewarm attitude adopted by the university vice–chancellors. Again, this did not dampen the enthusiasm of the National Universities Commission.

Rather, another step was taken to negotiate the World Bank Federal Universities Development Sector Adjustment Operation between 1988 and 1989. The objectives of the project were, in the main, to rejuvenate the libraries in federal universities, and to make the parent universities more effective, relevant, and cost–free in teaching and research. The participating institutions were also to be assisted to improve their management practices by developing a modernized system of information management which would facilitate planning and the effective use of available resources. This would also contribute towards meeting the accreditation requirements of the universities [7]. Between March 1993 and August 1994, the situation in the federal university libraries improved considerably. Table 4 shows the number of volumes and the value of books and journals added to the collections in the six federal university libraries covered by this paper [8].

The counterpart of the World Bank Loan Project for the state university libraries is the Federal Government of Nigeria/European Union State University Libraries Project [9]. The project, which covers only the science–based disciplines, is targeted at the undergraduate programs. The project value is N390 million, distributed as follows:

When fully implemented, the project will result in significant additions to the collections in the state university libraries. The quality of the books and journals will also not be in doubt, because their selection was jointly done by the teaching staff and the libraries.

In the area of automation, the University of Ibadan acquired its first IBM microcomputer in 1990, and TINLAB software in 1993. According to O.G. Tamuno,

The acquisition module… is a fully integrated part of the TINLAB Library management system. It shares records, files, and parameters set up in the other functions. The acquisition function provides for ordering, receiving, and claiming of monographs. There is a maintenance sub–function for creating and editing funds, supplier, and delivery address records. This module has been used to manage monographs for purchase. Also, reports were generated in various formats. All the lists of monograph and serials recommendations forwarded to the National Universities Commission for the World Bank Loan Project since June 1993 have been produced using this module. The recommendations are also stored on the Library Server. [10]

When the computer systems are fully installed in the federal university libraries, each of them will have an integrated system, but whether a network will emerge from this effort is yet to be seen. With respect to the state university libraries, everything is still manual. The prospects for automation are still bleak.

No effective collection development programme can evolve without adequate financial support. With the assistance of the National Universities Commission, 10 percent of the total recurrent grant to each federal university is now fully committed to the operations of the university library. Of this amount, 60 percent is committed to the purchase of books and journals, while 40 percent is reserved for personnel emolument and purchases of other consumables required in the library [11]. The proprietors of the state universities have yet to implement this norm.

 Projection into the Twenty–First Century

The author has taken pains to survey the current state of the art in collection development in the Nigerian university system. This is because, unless librarians have a good idea of their antecedents and their present situation, they will not be able to plan effectively. Unfortunately, this has been the case with Nigerian university libraries and librarians. From the mid–1970s, evidence about systematic planning for collaboration development has been scanty. Nigeria threw off the shackles of colonialism 36 years ago, and yet there is little to show for it by way of strategic planning for collection development in Nigerian university libraries. It is true that the number of universities has risen phenomenally from two in 1960 to 37 in 1996. But it is not the number that matters; it is the adequacy of the teaching and research facilities. Nice–looking proposals are made, but fizzle out in no time because there is neither follow–up nor commitment. Meetings, conferences, and seminars are held, but there is little evidence that decisions are acted upon or recommendations implemented. In the late 1970s, the National Universities Commission had to bring in a group of foreign consultants known as the National Universities Commission Consultant Group (NUCCON), because they found no solace in Nigerian librarians. Without systematic planning, however, attempting the wholesale transplantation of library practices from the technologically advanced countries, or trying to join the information superhighways, will be like attempting to board an airplane in mid–air. The twenty–first century is only about three years away, but if Nigerian librarians decide here and now to wake up from their slumber and go back to the drawing board, there may be enough time for meaningful planning for collection development. It is, therefore, with a deep sense of humility that the author presents the following blueprint for consideration:

(i) Sustainability

With the World Bank loan facility, the level of adequacy of the federal university libraries has been raised. It is now the librarians’ challenge during the twenty–first century not to fall below the present level. This has been more or less assured by the 10 percent norm which, if properly managed, will achieve the desired aim. The state university librarians should pursue with all vigour the Federal Government of Nigeria/European Union Project and the implementation of the 10 percent norm.

(ii) Establishment of Objectives

Like all other organizations and individuals, librarians need a sense of direction. If they do not have a good idea of where they are going, they will not know how to get there, nor will they know when they have arrived. The functions of universities are teaching, research, and public service, but to acquire materials to fulfill these functions, priorities must be established. Since Nigerian universities offer predominantly undergraduate programs, the following priorities are proposed:

First Priority. Materials to support undergraduate teaching, term papers, and projects.

Second Priority. Materials to support research by faculty specialists, post–graduate students, and other researchers.

Third Priority. Materials to provide specialized information on the region within which the university is located.

Fourth Priority. Materials to assist the library user in his self–development.

Fifth Priority. A network of information sources that will be at the disposal of library users.

There is nothing sacrosanct about the order of priorities; it can be juggled around according to circumstances. If, for instance, the University of Ibadan is designated as a postgraduate institution, the second priority automatically becomes the first. Thus, it is not advisable to continue to acquire materials at random without a well–known set of objectives and priorities.

(iii) Academic Profile

This can be drawn up by using the current university calendar, course lists, postgraduate prospectus, and the profiles of lecturers’ and researchers’ interests. The elements of information required in the profile are the level of readership, language of instruction, and imprint date. For readership, it has to be indicated whether the required books will be for undergraduates or postgraduates. For the undergraduates, the year also has to be indicated. The language of instruction is, of course, English, except in modem and African Languages. The latest edition should stand for the imprint date. The library staff who represent the university librarian on faculty boards could take on this additional assignment in collaboration with the faculty members who represent the university librarian. The following is an example from mathematics (200 level):

The same process is repeated for years 3 and 4. Year 1 was left out because most of the courses at that level are interdisciplinary. At the postgraduate and faculty research levels, the following is a short list of topics in physics from the University of Lagos:

(a) Flow of fluid of relatively low viscosity around obstacles of regular shapes.

(b) Induced fluctuation and radiation in magnetoplasma.

(c) Magnetic field variations aound Lagos.

(d) On scale interactions and the lower tropenpheric summer easterly perturbation in tropical West Africa.

(e) One–dimensional analysis of magnetic–telluric data for a multidimensional structure.

(f) Scatter of delta pulses due to sloping reflections in common depth point reflection seismology.

A copy of this profile is sent to the library’s book supplier and every new title that is published and falls within this profile will have an information slip sent to the university librarian to decide whether he wants to acquire the title.

(iv) Networking and Resource–Sharing

No matter how generous the book subvention is, no library can be an island unto itself. But while items (i) through (iii) in this blueprint can be achieved by individual libraries, networking and resource–sharing cannot succeed without the cooperation of other libraries. In fact, the networking and resource–sharing referred to here are not the sophisticated systems that have evolved in highly industrialized countries. This is one of the few areas where Nigerian librarianship should seek to adapt rather than adopt western library practices. The following prerequisites must be addressed early in the twenty–first century:

(a) A current national bibliography.

(b) A national union catalogue involving uniform cataloguing practice and information about the holdings of all participating university libraries.

(c) A national union list of serials in Nigerian university libraries.

(d) A national bibliographic and lending centre. This will involve the initiation of a policy for interlibrary lending, the establishment of a courier service, and the designing of a standard form for use by the participating university libraries, cooperative acquisition, and reference libraries

These ideas are not new; they were mooted from 1963, but regrettably, no positive result has emerged after 34 years [12] [13]. One of the knotty problems in networking and resource–sharing is the issue of funding, since financing the project is not a cheap option. Thus, the project will require assured continuity in capital and operational funding. The moment there is a funding hiatus, the system will break down. This problem can be resolved by setting a percentage of the book subvention for the project.

(v) Access to, and Knowledge about, Bibliographic Resources

It is a waste of one’s precious time if books are simply acquired, processed, and shelved. Additional efforts must be made to let users know about them and have access to them. One of the most time–honoured methods for doing this is by accession lists which should contain all the useful information that will guide the users to the location of the books.

(vi) Information Technology

With a cursory glance at a few issues of Informatin Retrieval and Library Automation [14] and Information Management Report [14], one will be amazed at the advanced nature of informatin technology in developed countries. The following are just a few illustrative examples:

(a) Internet resources on science and humanitites

(b) Uknet

(c) Eunet

(d) Ultra high–speed transmissin devices for information superhighways

(e) Networking scholarly publishing (on an electronic network)

(f) A new information system that has the potential to reduce oil spills — ECDIS (Electronic Chart Display and Ingormation System)

(g) Internet bibliographies on discs

(h) Digital research libraries

(i) A clipping service on the Internet

(j) A global library — reference and information services on the Internet

In the twenty–first century, Nigerian university libraries should apply information technology to their collection development activities, but not at the high levels of developed countries. However, the manual system should be perfected so as to avoid problems at the records conversion stage. Just as in several other aspects of librarianship, pessimists keep giving reasons why automation cannot work in Nigeria, but there is ample evidence of successful, large–scale library automation at the Nigerian Institute of International Affairs in Lagos, the Federal Institute of Industrial Research in Oshodi, and the International Institute for Tropical Agriculture in Ibadan [16]. In the university library system, the University of Ibadan Library took the first step in automation in 1990/91 when it embarked on the creation of MARC (MAchine Readable Catalogue) records using CDS/ISIS software. It has since changed to TINLAB software. Currently, the acquisitions, catalogue, serials management, and circulation modules are in use. The University of Lagos Library has acquired some IBM compatible microcomputers and TINLAB software. Intensive staff training is now going on. The two issues that now need to be addressed are the continuation of systematic planning and the will to succeed. For the other university libraries that have not yet started, especially the federal university libraries, the importance of these issues cannot be over–emphasized. The published article by Lawani, Azubuike, and Ibekwe already referred to will serve as a good starting point. By the time all the federal university libraries install their equipment and implement the project, they will be in a position to develop a network. This will hopefully be facilitated by the standardization of most of the equipment configuration and the software. This should be followed by a functional back–up system.

(vii) The Nigerian Library Association

By decree No. 12, dated 15 June 1995, the Nigerian Library Association was at last recognized as a statutory professional body. One of the functions that the new body should perform is that of an accrediting agency. Standards for the bookstock should be established and applied during accreditation visits to the universities. The author has mentioned only this function, in so far as it relates to the subject of this paper. There are, of course, several other functions which it should address itself.

It is easy to wave these ideas aside as mere platitudes. That has been the pattern for over three decades, and that is why collection development in Nigerian university libraries still leaves much to be desired. The author has tried to eschew unworkable theories in this paper. If the ideas proffered here are deemed unrealistic, superior arguments should be advanced and better solutions proffered so that collection development in Nigerian university libraries can move forward in the twenty–first century.

 Summary and Recommendations

From the brief survey in this paper, one can conclude that the boom years for Nigerian university libraries were between 1948 and 1975. In the second half of the 1970s, cracks begun to appear in the walls. This continued until 1990, when the National Universities Commission took steps to salvage the situation. The twenty–first century can, therefore, be regarded as the fourth phase of collection development in Nigerian university libraries. There is no doubt that something has gone wrong with these libraries. There is no doubt that something has gone wrong with the Nigerian university system over the years. A list of reasons would include the obsolescence and doubtful relevance of the books on the shelves; the frequent failure of users to find an item which should be on the shelves but is not; the several seminars and conferences on resources and resource–sharing; the ostensible inadequacy of financial support; the obvious lack of planning; and, other numerous problems arising from government fiscal policy. Most often, the problems are attributed to the low level of financial support, but not much can be achieved without good planning. It is at this point that Neil’s warning comes in handy. According to him,

The effect of the national and continental crises that have bedeviled Africa’s libraries is more fundamental and more deeply rooted than the lack of financial resources. For even if library budgets were to be magically sated with an overflow of money, the crisis would still remain. In fact, it would probably be exacerbated as African librarians start to puzzle how they could spend their new–found fortunes. [17]

Nothing can be more prophetic than this statement, for there are already rumblings and grumblings about the inability of the federal university libraries to spend properly their new 10 percent of the recurrent expenditure [18]. The twenty–first century offers another opportunity for Nigerian university libraries to rise to the task.

In view of the foregoing, the following recommendations are put forward for consideration:

1. Efforts should be made to sustain the present level of the collections.
2. Based on the library’s objectives, an aggressive acquisition policy should be pursued using a well–drawn–up academic profile.
3. The 60 percent of the library’s subvention, which is meant for books and journals should be re–allocated internally so that some money can be set aside for postgraduate and research resources, networking, and other projects related to collection development.
4. The cooperation of other libraries and of the Nigerian Library Association should be enlisted.
5. The manual system of collection development activities should be perfected.
6. Computer application to the collection development process should be gradual and simple.
7. Planning must be systematic and consistent.
8. The level of financial support to libraries should be revised upwards early in the twentyŒfirst century — about 2002 — that is, 10 years after the present 10 percent norm was accepted.

 References

1. The data for these tables were collected from various sources, including the Commonwealth Universities Yearbook, the National Universities Commission or its equivalent in countries where there is one, and the universities themselves.

2. Committee of University Librarians of Nigerian Universities. Standards Guide, No. 1 (1980).

3. Canadian Association of College and University Libraries. Guide to Canadian University Library Standards (Ottawa: Canadian Library Association, 1995).

4. “Standards for College Libraries,” College and Research Libraries News 47 (1986): 189; and, “ALA Standards for College and Research Libraries,” College and Research Libraries 20 (1959): 274.

5. Saint, William S. “Universities in Africa: Strategies for Stabilization and Revitalization,” Technical Paper, No. 194. (Washington, D.C.: World Bank, Technical Department, African Region, 1992).

6. Oni–Orisan, B.A., Sam E. Ifidon, and Inuwa Dikko. “Situation Report in Libraries in Nigerian Federal Universities,” (Lagos, Nigeria: National Universities Commission, 1990).

7. Abdulkadir, I.A. World Bank Project News 1–1 (1994): 1 (Foreword).

8. Tamuno, O.G. “The Impact of the World Bank Loan Facility on Nigerian University Libraries System: A Paper Presented at the Committee of University Librarians of Nigerian Universities 1994 Bi–Annual Seminar Held at Edo State University, Ekpoma, 24–25 November 1994,” pp. 16ff.

9. Ombu, J.A. “The Impact of the Federal Government of Nigeria/European Union State University Libraries Project: A Paper Delivered at the Committee of University Librarians of Nigerian Universities Held at Edo State University, Ekpoma, 24–25 November 1994.”

10. Tamuno, O.G. “TINLAB in the Service of Kenneth Dike Library, University of Ibadan, Ibadan,” World Bank Project News, 1–3 (1994): 4–5.

11. Memorandum from the Executive Secretary of the National Universities Commission to the Vice–Chancellors of Federal Universities, Ref No. NUC/ES/138/Vol. XIX/3, dated 18 January 1993.

12. Ubogu, F.N., et al. “Library Networks and Resource–Sharing in Nigeria,” African Journal of Library, Archives, and Information Science, 2–2 (1992).

13. Rosenberg, Diana. “Resource–Sharing–Is It the Answer for Africa?” African Journal of Library, Archives, and Information Science, 3–2 (1993): 107–112.

14. Information Retrieval and Library Automation (Mt. Ainry, Maryland: Lomond Publications, P.O. Box 88). Published monthly.

15. Information Management Report (Kidlington, Oxford: Elsevier Advanced Technology, P.O. Box 150).

16. Lawani, S.M., A.A. Azubuike, and G.O. Ibekwe. “Large–Scale Library Automation: An African Success Story,” African Journal of Library, Archives, and Information Science, 2–1: 1–16.

17. Librarians (Registration, etc.) Council of Nigeria Decree 1995. Decree No. 12 (15 June 1995). Supplement to Official Gazette, 82–9 (23 June 1995): Part A A481–A498.

18. Neil, J.R. “Marginalized Workplace: Africa's Library and Information Profession,” African Journal of Library, Archives, and Information Science, 1–1 (1991): 9–18.

19. “NUC Accuses Varsities of Misusing Library Funds,” The Guardian (11 January 1996), 3.

 About the Author

Sam E. Ifidon is University Librarian, Edo State University, Ekpoma, Nigeria.

©1997 Sam E. Ifidon.