Standards and Legislation for University Libraries

4.3.2.1 Legislation and Standards Relating to University Library Services.

In order for Kenyan universities to perform their role more effectively, there is need for growth in student enrolment to be matched with commensurate provision of appropriate resources. This will ensure that they maintain high standards, quality and relevant

203 Agalo, J. : Emerging Developments of Audiovisual and Multimedia Use in National and Academic Libraries in Kenya. - A Paper Presented at 64^th. IFLA General Conference 16^th-21^st August 16^th- 1998.- Available: http://www/Ifla.org/IV/ifla64/105-117 e.htm. (18/10/02)

204 Odini, C: The Book Chain in Kenya. – Available:

http://www.inasp.org.uk/pubs/bookchain/profiles/Kenya.html (18/10/02)

education, training research and scholarship. Generally speaking there is poor legislation relating to university libraries in Kenya and although all universities are established through government decree, often there is only brief mention of the role, organisation and functioning of the library. In many of the university charter documents examined, it is merely mentioned that there will be a librarian whose work will be to oversee the organisation and the operations of the library without specifying the nature and character of such a library.

At the same time quality in teaching and research in university education in Kenya has been a major concern since independence as indicated by the numerous commissions, committees and working parties that have been established over time to study different aspects of university education in Kenya. Reports issued by these institutions have repeatedly stressed the need for university student enrolment to be matched with commensurate provision of appropriate resources in order to maintain high standards, quality and relevance of university education, training, research and scholarship.

The crucial role played by the university library has been stressed in some reports while in others it has not received much attention. For example the Mackay Report seems to have relegated the library to a secondary role in university education. While stressing that the most critical role of the university is teaching and research, it argued that library development like other expenditures like administration and student accommodation should be considered as a function of the primary task which is teaching and research.²⁰⁵ In contrast, the Kamunge Report stressed that university libraries are central to any meaningful teaching, research and learning process and therefore their development is directly related to the objectives and programmes of the university as a whole and therefore must take into account the increase in students numbers, the introduction of new teaching and research programmes and the changing emphasis in the existing courses of study. It therefore recommended that university libraries be provided with adequate funds

205 Second University in Kenya: Report of the Presidential Working Party. p. 69

and be equipped with up-to date books, journals, periodicals and technical services to effectively support teaching, learning and research.²⁰⁶

In the Koech Report, submissions were made to the effect that one of the greatest challenges facing the academic faculties in each of the universities is the need to review the curricula and content for each teaching subject in order to keep abreast with the rapidly growing body of knowledge, hence the need for faculties, teaching departments and individual teaching staff to familiarise themselves with the latest information in their specific areas of specialization. One main challenge which has had a negative impact on the quality of university education, is the inability of the institutions to maintain up-to-date libraries and journal subscriptions due to insufficient funding.²⁰⁷ In spite of this, the report failed to make any specific recommendations as to how the problem of library and information services for university education could be solved. These contradictions indicate the ambivalent situation in which the university library finds itself in relation to the research, teaching and learning in the university. There is no doubt that it has had a negative impact in realisation of proper legislation and functioning of university libraries at both the national and institutional level.²⁰⁸

The most progressive effort towards creating university standards has been achieved by the Commission of Higher Education.²⁰⁹ This is a statutory body that regulates the licensing and functioning of private universities in Kenya. It has created library standards whose goal is to assist members of the library and university administration to determine priorities and evaluate performance so as to optimise the performance of the university

206Report of the Presidential Working Party on Education and Manpower Training for the Next Decade and Beyond / Republic of Kenya. – Nairobi: Government Printer, 1988. - p. 74

207 Totally Integrated Quality Education (TIQUET): Report of the Commission of Inquiry into the Education System in Kenya / Republic of Kenya. – Nairobi: Government Printer, 1999, p. 18 & 308.

208 Review of the education commission reports on Kenyan university education reveals that in some cases there is recognition of the centrality of library and information services in ensuring quality of teaching and research. However this does not match the reality on the ground given the poor funding of university libraries. It can also be observed that a lot of emphasis is on the conservation and storage role of libraries with little regard to dissemination and need for human resource to facilitate the efficient use and proper development of these services.

209 The Commission of Higher Education (CHE) is a statutory body established under an act of parliament to monitor and evaluate all aspects of university education. Its responsibilities include harmonisation of curriculum, certification, inspection and accreditation of institutions of higher education.

library. These standards cover a wide range of issues including mission, goals and objectives’ statement, collection development, organisation of materials, buildings, staffing, governance, services access, instruction, use of information and communication technology (ICT), and library budget. Let examine some of the quantitative issues.²¹⁰ 4.3.2.1.1 Collections

The library is expected to provide varied, authoritative, and up to date information resources both in print, electronic format or non-book media: It further stipulates:

i. Minimum collection for university offering a variety of undergraduate and postgraduate programmes shall be 80 titles per student for the first 1000 students, 60 titles per student for a population of between 1000 and 2500. For a population of between 2500 and 4000, the library shall provide 50 titles per student and if the population in excess of 4000, there will be 40 titles per student.

ii. A collection of a minimum of 200 core journals plus appropriate indexing journals.

4.3.2.1.2 Buildings (Facilities) The standards stipulate that:

i. The planning of building shall be based on the projected growth of collection, users and staff in the next ten (10) years.

ii. One seat for every 4 users at the rate of 2.5m²

iii. Stack area for be at least 10.75m² per 1000 volumes including bound periodicals.

210 Commission of Higher Education: Standards for University Libraries in Kenya. - (Unpublished). This is a comprehensive document which if enforced would greatly assist in improving university library services.

Unfortunately it is still on the draft stage and for years it has not been adopted by the stakeholders.

iv. Library staff and service area shall constitute 18 and 25% of the combined space for readers and book stacks.

4.3.2.1.3 Staffing

Since adequate staff size is determined by factors such as inter alia, the programmes offered, the institutional enrolment, the number of service points and the hours, during which service is offered, it is suggested that staff size be established at the ratio of 1 professional to 250 full time students.

4.3.2.1.4 Administrative Structure and Governance.

The standards make various recommendations relating to the administrative structure aimed at ensuring and encouraging the effective optimisation of available library resource. Among them include the following:

i. The library should be autonomous unit within the university structure represented in the senate or an equivalent academic body and its committees.

ii. The chief librarian should report to the chief executive of the institution.

iii. Establishment of a standing advisory committee responsible to the senate for considering all aspects of library policy, its development and integration in the university’s teaching programmes.

4.3.2.1.5 Budgetary Support

Since the library represents a major capital investment, the commission recommended that:

i. The library’s annual authorised budget shall be at least 10% of the total university income with a provision for higher percentage if the library is trying to overcome past deficiencies or to meet the new academic programmes or engaging in audio-visual and electronic resources.

ii. The chief librarian shall have the responsibility of preparing, defending and administering the budget in accordance with the agreed upon objectives.

4.3.2.2 Institutional Legislation on University Libraries

Within the universities themselves, there are only scattered statements about the library services. Seldom will one find comprehensive statements of policies relating to mission of the university library, collection development, personnel, standards and even policies on electronic sources. However this does not mean the university librarians in Kenya operate in a total absence of guiding principles. Although these policy statements do not exist in written form, libraries are guided by the general mission statement of the universities as articulated in the university charter, the main goal being the provision of information resources to support the teaching and research activities of the university.

The libraries understand their role as not just that of meeting present information needs of the university but also projecting and anticipating future requirements and changes occasioned by new courses and new areas in literature. Whenever the university plans to introduce new collections, the library is expected to expand its collection to cover the new areas of teaching. However notwithstanding the absence of proper legislation and relevant policies is a serious handicap to the functioning of the library.