Distance Education Library Services in Swaziland

Abstract

Reports on a study of distance library services at the University of Swaziland. Observes that the user group is young and unemployed. Identifies the access challenges arising from transportation and funding limitations, lack of library and information technology skills, insufficient resources and user support, restrictive policies, poor photocopying, ILL and online search services and competition from on-campus students. Argues that public libraries support distance library services more than the Internet in Swaziland. Recommends a dedicated budget and staffing, relevant user education, liberalization of access policies, provision of more Internet and OPAC terminals, satellite library services and consolidated resource sharing agreements.

The Information Environment of Distance Learners: A Literature Review

“…At the University of Swaziland, Muswazi (2003) did a study on the quality and availability of library and information services and resources offered to distance learners in three campuses at Kwaluseni, Luyengo and Mbabane. The findings suggest that the respondents, mostly high school and unemployed residents of the Kingdom of Swaziland, were displeased with certain aspects of the distance service, particularly training in library use, information technology background, service quality, expenditures incurred, and availability of Internet resources.…”

Modernization of Library and Information Services in Higher Education in Swaziland: strategic interventions, 2000/1—2005/6

“…Similar to the marketing strategy, user information needs surveys were not system wide and consisted of isolated efforts, namely: (i) the Luyengo campus library developed and administered user information needs survey instruments to guide services at the campus (Phiri, 2004), and (ii) Kwaluseni based surveys relating to the needs of distance education users (Muswazi, 2003), electronic resources and services needs survey (Muswazi, 2005) and the GEPIG survey conducted with the 2001/2002 GEP 323 class. LIS statistics are collected annually but they are not subjected to a formalized and systematic interpretation to establish the strategic implications.…”