Sesigo Project Report on the First Annual Impact Assessment Study 2010

Transcription

1 Sesigo Project Report on the First Annual Impact Assessment Study 2010 March 2011

2 Authors: Dr Rebecca Nthogo Lekoko Mr Kgosinkwe Moesi Mr Charles Okori Mr Joseph Mukasa How to cite this report Lekoko, R. N., Moesi, K., G. Okori, C. E. and Mukasa, J. B. First Annual Impact Assessment Study: Sesigo Project. Pierian Springs Communications, 2011.

3 Table of Contents List of Acronyms... i Definitions of terms... ii EXECUTIVE SUMMARY... viii CHAPTER 1:INTRODUCTION Overview of the Sesigo project and its impact assessment The Botswana context Roadmap to the report... 5 CHAPTER 2: RESEARCH METHODOLOGIES Study objectives Sampling of research sites Groups surveyed Sampling procedures and criteria Administration of the survey Analysis of data Administration of interviews for case studies Pilot study CHAPTER 3: LIBRARY USERS Demographics of library users User training and preparedness Main goals for using library Primary source of information Library membership and Visits Primary uses of the library Perceived importance of librarians Performance of libraries Computer and Internet use Use of the Internet in the library Knowledge of Sesigo Project Additional views/information CHAPTER 4: GENERAL POPULATION Demographics of General population... 57

4 4.2. Use of the library resources Computer and Internet Use Formal training in computer and Internet use Libraries and their promotion of the culture General perceptions on the use of public access to technology Primary source of information Knowledge and Awareness of Sesigo Project CHAPTER 5: KGOTLA LEADERS Respondents demographics Kgotla engagement with libraries Awareness of the Sesigo Project General perceptions about impact of libraries CHAPTER 6: NGO LEADERS Respondents demographics Primary Area of Focus Content Development by NGOs Main audience for NGO content NGO engagement with libraries General Perceptions on Impact of Libraries Awareness of the Sesigo Project General information CHAPTER 7: WEBSITES Profiles of the websites Service provision Content development Date the website was last updated Links/reference to the libraries Websites Information security CHAPTER 8: CASE STORIES Justification for the use of case stories/cases Selection of case stories/cases Collection and lessons from case stories/cases CHAPTER 9: SUMMARY AND CONCLUSIONS

5 9.1. Public access to computers and Internet services CHAPTER 10: OBSERVATIONS AND REFLECTIONS Libraries as effective information centres Computers and Internet use in public libraries Computers and Internet User Training Librarians as indispensable for effective library services Partnership to strengthen the public library system Knowledge of the Sesigo Project APPENDICES Appendix 1 Appendix 2a: Appendix 2b: Appendix 3: Appendix 4: Appendix 5: Appendix 6: Appendix 7 Appendix 8: Appendix 9 Appendix 10: Appendix 11: Appendix 12: Appendix 13: The Sesigo Project Impact Assessment Framework Slovin s formula for the general population Slovin s formula for the library users List of websites Library user survey tool General population survey tool Kgotla leaders survey tool NGO Leaders survey tool Website survey tool Interview guide for stories/case studies Sample letter to participants and consent form Pilot study Report Schedules for field work List of tables

6 i List of Acronyms ACHAP BLA BNLS BITS ICT ISP CSO DLIS NGO VRR PTN BTC MYSC BOCONGO PSC African Comprehensive HIV/AIDS Partnerships Botswana Library Association Botswana National Library Service Botswana Information Technology Society Information and Communications Technology Internet Service Provider Central Statistics Office Department of Library and Information Studies Non-Governmental Organisation Village Reading Room Private Telecommunications Networks Botswana Telecommunications Corporation Ministry of Youth Sport and Culture Botswana Council of Non-Governmental Organisations Pierian Springs Communications

7 ii Definitions of terms Term Information Communications Technology (ICT) Internet Impact Assessment Library Library Users Description A general term for devices or applications that are used to process information or support communication, including radio, television, cellular phones, computer and network hardware and software, and satellite systems. For this study, it refers specifically to the computers, software, and Internet services provided by the Sesigo project. A global system of interconnected network of computers that use the standard Internet protocol suite to serve billions of users worldwide. It is a network of networks consisting of millions of private, public, academic, business, and government networks of local to global scope that are linked by a broad array of electronic and optical networking technologies ( The measurement of a change brought about as a result of a given occurrence/project/activity. In this context, the change studied is in the use and perception of libraries brought about because of the introduction of computers and Internet through the Sesigo project. A building, structure or a venue such as a public library, community library and/or village reading room where information is obtained in form of books, reports, magazines, newspapers, tape recorders, videos, computers, Internet, etc. For this study, it refers specifically to government-funded, BNLS-supported venues, as distinct from the impact assessment baseline study conducted in 2009 which defined "library" more broadly. This refers to anyone who uses a library at least once, regardless of age or how frequently they visit. This study surveyed library users at selected libraries venues in order to get results that are representative of the wider group of people who use libraries. Public Access Venue A library or any other place where computer and Internet services are available for use by the general public, which may or may not charge a fee for such use. For example, an Internet

8 iii General Population Administrative Districts Study Sites café is a public access venue, while a school library that can only be used by students and staff is not. A Free Public Access Venue provides such services to the public at no cost. Non-library public access venues are not included in this study though they were included in the impact assessment baseline study conducted in This refers to members of the public who are residents of Botswana. The study collected views from this group by surveying people at various public places other than the library (e.g. schools, bus stops, streets) in order to get a representative view on the opinions of all Botswana residents.. The nine politically-demarcated regional areas in Botswana, each with a district council that administers local government. For this study, samples were taken from each administrative district in order to gain a perspective on the whole country. This refers to the communities selected for examination by the study, which included a sample of peri-urban, urban and rural locations in the nine administrative districts. Urban A location or place with a population size of at least 5,000 and at least 75 percent of the workforce engaged in economic activities other than traditional agriculture (CSO, 2009). Peri-urban In this study, peri-urban refers to places bordering the urban place or those in the perimeter of urban places. Rural A location or place with a population size of less than 5,000 and at least 75 percent of the workforce engaged in traditional agriculture economic activities (CSO, 2009). Local Content Branch Library Community Library This refers to information and services delivered through electronic means that is aimed at serving the information needs of Batswana, especially in the areas of agriculture, culture, education, government services and health. Content developers or providers may include website hosts and other stakeholders in and outside Botswana. A traditional public library built at all major population centres of the country, covering all the major towns and rural district headquarters. At the time of the study there were 24 branch libraries. A library in medium-size localities which has been established since 2007 under the initiative of the Robert and Sarah Rothschild Foundation with active involvement of the local leadership and the community.

9 iv Village Reading Room NGO leaders Kgotla leaders A community-owned building built initially through funding from the Ministry of Local Government s drought relief programme, which offers newspapers and book-borrowing services through the BNLS. The leaders of non-government organisations (NGOs) that provide social services on a non-profit basis to people in Botswana, which represent potential collaborators to help the Sesigo project achieve its aim of strengthening the library system. This study surveyed 48 chief executive directors and others delegated by them. A Kgotla is a traditional forum for administering customary law and community affairs. It is a place where public meetings are normally held in Botswana and is usually headed by the village chief or headman; the support of Kgotla leaders is considered crucial to the success of the Sesigo project. This study surveyed 38 Kgotla leaders.

10 v A word from the Sesigo Project Director You will recall that just before we started the Sesigo project in July 2009, we conducted a baseline study to be used as a yardstick against which future assessments can be compared. This report represents the first of a series of studies which the Sesigo project will conduct yearly to gauge our progress. The intention of these annual studies is to determine whether and to what extent the project is making a difference, and to inform our work as we go along so we can make course corrections as needed. These findings can help us and our partners understand what more is needed to ensure the Sesigo project meets its goals. The baseline study published last year gave a broad snapshot of the state of play in the Botswana public library system, looking at the profile of library users, the role of the librarian, and the degree to which the library collaborates and engages with the community and like-minded social service organisations to take forward the library mission. The library system had no public access to ICT available prior to the launch of the Sesigo project, but the baseline study considered the context for the project by documenting the overall picture of public access to ICT in Botswana among non-library venues such as internet cafes, Kitsong centres and others. Whilst the baseline study revealed that few (2) libraries had access to technology it also revealed that the library system plays a key role in information access based on its strong presence across Botswana with 58% of information access venues being libraries and village reading rooms. Not surprisingly the baseline study revealed the librarians and library staff did not possess the relevant ICT skills and competencies to assist library users and the general public to access relevant information. Other studies had also labeled public libraries as book warehouses and places for children to do homework. During the last year we have been busy installing computers and Internet in libraries, training librarians in ICT use, and building a widescale program to support ICT training for library users. To build momentum for this project we have also been briefing librarians and the BNLS management on community outreach and advocacy, and engaging with them to raise awareness about libraries and the benefits offered by ICT access in libraries. This study gave us an opportunity to assess our efforts so far and see how the public library system is changing. To give us an idea of how the Sesigo project is progressing in key areas, the first annual impact assessment focused on library use and public perceptions of libraries and librarians. To collect information, our researchers connected with three key groups whose engagement we believe is essential to the long-term success of the library system library users, Kgotla leaders, and nongovernmental organizations as well as the general public. They also looked at local websites

11 vi with information, content, or services created by and for Batswana, as one gauge of ICT uptake in the general population. The study used case studies to add depth to the numbers, with stories of ICT use and challenges seen in the libraries, so we can all better understand what the daily life of computer use in libraries looks like. With only one year of implementation under our belt, this is a short time to see a significant impact from the Sesigo project, but nonetheless we feel there is evidence from the study that ICT is starting to make a difference to libraries and the people they serve. We are glad to see that there is wide support for libraries across all groups, and a strong desire for ICT training. We are delighted that Kgotla leaders and NGOs see libraries as important partners, even if they have not yet fully begun to take advantage of the relationships. It is pleasing that both library users and the general public believe libraries and ICT can play a very important role in their lives. We also take note of the fact that awareness about the project in some areas where it has been launched remains low signaling the need for more advocacy and outreach campaigns to sensitise communities about the project. The findings presented here give an idea of what impact the project is making, as well as some areas of needed improvement. This information can be used as impetus for key stakeholders of the library community to continue to advocate for the enhancement of the library, and our Sesigo team is ready to join hands with a wider constituency to ensure the success of modern libraries in Botswana. We expect the impact of the Sesigo project to continue to gain momentum as our work progresses, and we hope that future assessments will provide clear evidence of the difference that is being made to people's lives. In the meantime, we look forward to an exciting and busy year ahead!

12 vii Acknowledgements This report has benefited greatly from the valued guidance, support and contributions of ACHAP, particularly the Sesigo project team together with its stakeholders. It takes more than researchers to complete a research project like this one, without respondents, the task is impossible. Respondents contribution is thus much appreciated. Also when researchers took up the challenge of engaging in this study, they did so with a full understanding that they would not succeed without the research assistants whose contribution is immeasurable and cannot go unnoticed. It is not possible to mention all people who contributed in their own special way, but certainly kgetse ya tsie e kgonwa ke go tshwaraganelwa (partnership is strength); hence everyone s contribution is greatly appreciated now and more in the future. Research Assistants: Gaone Nkwe Boitumelo Sekei Barulaganye Phuthego Benjamin Motlhalamme Kaone Lekoko Thami Ramalefo Matshediso Baloni

13 viii EXECUTIVE SUMMARY INTRODUCTION In 2009, the Bill and Melinda Gates Foundation-Global Libraries Initiative, working in partnership with the Botswana Government through the Ministry of Youth, Sport and Culture and with a software donation from Microsoft started Sesigo project, a 4-year country-wide initiative to install computers and Internet for free use by the public in Botswana National Library Service (BNLS) venues. At its completion in 2013, the project is expected to have achieved, amongst others, the following: 78 libraries and village reading rooms equipped with 430 computers and Internet connectivity for public access; 435 library staff trained in information and communications technology and other areas to empower them to assist library users; and (approximate) users trained in computer literacy. This report presents the findings of a study looking at the current status and use of libraries one year after commencement of the implementation of the Sesigo project. The main goal of the study is to reflect on what has changed since the baseline study of 2009, which was done before the Sesigo project took off. The main focus is on perceptions and experiences about the use of libraries, including the use of public access to computers and Internet and other library resources, In particular, the findings reflect opinions and perceptions of four primary target groups namely: library users, the general population, Kgotla leaders and NGO leaders. Case stories were included in this study to diversify data collection and enrich the quantitative data with real-life examples, for example with qualitative information collected through interviews, observation, pictures and testimonials.

14 ix Using a baseline study conducted in 2009 as a yardstick and the Sesigo project Impact Assessment Framework as a guide (Refer to Appendix 1), survey questionnaires were developed to collect evidence on the following variables: The current use of library resources, including the use of public access computers and Internet and other library resources. ICT training received at the library. Respondents experiences, awareness and perceptions about access to information including computers and Internet and the value of libraries. The status of web-based information content and services relevant to the needs of Batswana. STUDY SITES All nine administrative districts of Botswana were covered by the survey, each hosting one or other type of a library (i.e. branch, community or village reading room). Furthermore, in each district, the study purposively selected peri-urban, urban and rural villages with one or other type of library in order to use a balanced group for examination. In terms of the type of libraries (branch, community or village reading room), the following were surveyed: 17 1 branch libraries (Twelve with computers and Internet, one with computers but without Internet, and four without computers or Internet) 1 This number excludes Ramotswa, Letlhakeng, Lobatse, and Bobonong branch libraries which were under construction and maintenance at the time of the study. Lobatse branch library was not included as a result of having been part of the pilot study. It also excludes public libraries based at three secondary schools namely Matsha Community College (Kang), Letlhakane Senior Secondary School (Letlhakane) and Tutume McConnell Community College (Tutume).

15 x 4 2 community libraries (all with computers but only two with Internet) 19 Village Reading Rooms (VRRs), only one with computers but without Internet. FINDINGS The library users A total of 535 library users were surveyed, selected from among people who visited and used the libraries during the time of this study. The study surveyed one in every three of the library users willing to participate. The main findings from the library users data reveal that: Library services are considered very important by most library users (84%). Some library users (51%) agree that the provision of computers and Internet is very important. Library users (89%) generally agree that training in computer use is helpful. Actually, 55% of them have undergone formal basic training on computers and Internet use. Among those trained, 78% are aged years, followed by 13% aged 0-11 years, 6% aged years and 3% aged 51+ years. Only 11% of those trained received their computer training in the libraries. The Internet has provided significant opportunities to library users especially by opening new communication channels for them, for example 53% are now using faster and less costly on-line communication tools like and Internet telephony. The majority of library users (71%) say they usually get assistance to use the computer in the library. Specifically, 74% of users aged years say they receive the assistance they need, while only 15% of children (0-11years) say they do not receive the assistance they want in libraries. Some library users believe that computers and Internet can transform people s lives. In fact, computers emerge as the number one primary source of information on business for 2 This excludes Mmankgodi community library which was part of the piloting exercise and therefore was excluded from the actual study.

16 xi 19% of the library users. Computers are, however, less regarded as the first source of information in areas such as education, agriculture and culture, where teachers come out ahead. Many of the computer users indicated their level of education as upper secondary school (44%), followed by university/college diploma (22%), primary education (16%), low secondary (9%), post-secondary/vocation (6%), post-graduate (2%) and those without formal schooling (0.5%). Library users generally agree (74%) that libraries are valuable resources for the community and believe (59%) that libraries can play a key role in the promotion of culture. The majority of library users (74%) agree that librarians play a very important role in the success of libraries. All age groups acknowledge this role of librarians as exemplified by 90% of those aged years; 84% of those over 51 years; 75% of years and 61% of the 0-11 years. The majority of library users (83%) have not heard of the Sesigo project. The 17% who say they know about the project are comprised of the age group (74%), with fewer from the other age groups: 0-11 years (11%), years (10%) and 51+ years (5%). The General Population A total of 1054 members of the general population were surveyed for the study. They were randomly selected (one in every five) from among people found in public places such as malls, schools, bus stops, places of celebration (a wedding and cultural day) and streets. The main findings from the general population data reveal that: The majority of the general population (82%) knows where the local library is located. About 65% of them are regular visitors to the libraries, with 54% visiting weekly. Of the parents who visit the library, 30% say they are usually accompanied by their children.

17 xii Overall, the majority of the general population (86%) goes to the library mainly to read newspapers, magazines and books; 69% of them borrow books. The use of computers and Internet is among the top six primary uses of the library reported by the general population. However, other primary uses such as reading, borrowing books and accessing information on education, business and work opportunities are rated as more valuable library activities than the use of computers and Internet. The majority of the general population (79%) believe that libraries can contribute to the well-being of their society. Many (84%) feel that through the use of libraries, people can gain social or economic benefits. Furthermore, 53% see libraries as informative, educative, and having the potential to improve the general knowledge of the society. About 63% believe that libraries can raise or improve a community s level of productivity. Most of the general population (67%) believe that libraries can contribute to the preservation and promotion of Botswana culture by providing books and other information materials and also by displaying cultural items and pictures. The majority of the general population (86%) has never heard of the Sesigo project. The 14% who know about it first heard of it from BNLS management (48%), the libraries (20%), Sesigo project launches (9%), newspapers (9%), radio (7%), colleagues (4%) and the Sesigo project team (3%). Kgotla leaders A total of 38 Kgotla leaders participated in this study. A Kgotla is a traditional forum for administering customary law and community affairs. It is a place where public meetings are normally held in Botswana and is usually headed by the village chief or headman. The strong support of Kgotla leadership is viewed by the Sesigo project to be an essential element needed to help libraries flourish within the communities. The main findings from Kgotla leadership data reveal that:

18 xiii The majority of Kgotla leaders (22) think libraries can play a greater role to support the work of their organisations. Some say, for example, that libraries improve Kgotla operations by training Kgotla staff on the use of computers and Internet (six) and could empower communities for development through education (three). A number of Kgotla leaders (27) engage with libraries. Out of these, 10 engage with the libraries regularly (daily, weekly and monthly). Only 13 of those who engage with the libraries have done a project with them. The majority of those who have engaged with the libraries (nine) are very satisfied with the support services provided by the libraries. Some Kgotla leaders (four) have had their staff trained in computers and Internet use in the libraries. Many Kgotla leaders (37) agree that people can gain social and economic benefits through the use of libraries. The majority of the Kgotla leaders (29) do not know about the Sesigo project. Among those that know it (nine), the majority (eight) rightly associate it with the provision of access to computers and Internet for free use in the libraries, while one incorrectly described it as an education project. NGO Leaders According to Botswana Council of NGOs ( there are 100 registered non-governmental organisations (NGOs) in the country, focusing on diverse issues in different districts. A total 48 organisations were selected using purposive sampling. For example, in each study site where there was only one NGO, the NGO was automatically included; in a study site with two or more different types (by focus area) of NGOs, one of each type was included. Furthermore, in a study site with two or more same type (by focus area) of NGOs, one was selected. The support of NGO leadership is seen by the Sesigo project to be critical to the success of libraries insofar as NGOs can make use of library resources and bring their activities into the library setting, thereby increasing the value of libraries within the communities in a way that benefits everyone. The main findings from NGO leadership data reveal that:

19 xiv It is unanimously agreed by NGO leaders (48) that libraries can support the work of their organisations. Of the NGO leaders surveyed, 15 say libraries can provide more relevant and updated information, 14 believe libraries can help disseminate NGO-related content such as hand-outs, videos, exhibitions, etc, and provision of access to computers and Internet for research (seven). Other areas requiring library support include free computer training for NGO staff and clients (five), catering for people with special needs including the disabled (three) as well as offering programmes for the illiterate (three). Few NGO leaders (16) have worked in partnership with the libraries in the development and distribution of their information and services. Of these, 13 cited the following as their key areas of engagement with the libraries; content development (six), dissemination of their organisations content (four), using library premises for holding internal seminars/workshops (two), and showcasing organisation s activities in the libraries (one). Only eight NGOs have had a project with the library and these are NGOs which operate primarily in sectors of health (six), youth (five) and education (five). The majority of NGO leaders (47) believe that people can gain socio-economic benefits through the use of libraries. For example, 23 of them believe that empowerment of the community is possible through access to knowledge and information in the libraries, entrepreneurial skills (11) and social networking especially online (six), are seen as the key socio-economic benefits to be gained through the use of the library. The majority of NGO leaders (33) are unaware of the Sesigo project. Those NGO leaders who know about the project (15) are mainly in urban locations (11) and they focus on education (six), youth (nine), and health (five). Websites A total of 200 websites were surveyed to determine (a) whether they contain locally-focused and/or locally-derived information content or services, (b) the primary target audiences for their information or services, as well as (c) their areas of focus and (d) how current their online information is. The list of Botswana websites was obtained from ABC Mundi

20 xv ( a directory which indexes websites by country. At the time of the survey the directory listed 202 Botswana websites, comprised of sites by content developers or providers, website hosts, and other stakeholders in and outside Botswana with the majority having the.bw top level domain registry. 200 websites were selected for review by the study; the two that were discarded had insufficient information to determine their eligibility, such as the source/origin of the content or target audience. The main findings from the website data reveal that: A high number of the local websites (85%) target adults who are employed. Many websites (97%) contain content that is relevant to the information needs of Batswana. The four areas that most websites focus on are government services and information (20%), business opportunities (18%), education and training (16%) and information communication technologies (13%). Very few websites (6%) make reference to libraries; those that do acknowledge them as centres to support learning, teaching and research, as well as a collection of resources to support productivity and management. Most of the websites are regularly updated with 30% having been updated within three days prior to being surveyed; 17% in the past week; 31% in the last month, 11% in the last 2-5 months, 4% in the last 6-12 months, 7% more than one year ago. 69% of websites reviewed contain a statement that addresses information security and/or the privacy or data protection policy. Case stories Case stories were collected in six locations to capture and reflect some of the unique experiences of individuals and the community in various library environments, to give a deeper look at how people use information and library resources, and consider obstacles and benefits. The case stories examined of variety of sites (three branch libraries, one community library, and two VRRs), including those with and without computer and/or Internet access, as well as different

21 xvi kinds of locations (rural, urban, and peri-urban). The case stories provided the following snapshots: Khakhea VRR (no computers or Internet) Khakhea is a small rural village of about residents situated in the furthest southern area of the Southern District, with Jwaneng being the nearest major urban area, about 100 km away. The VRR is considered useful in offering students a better choice of study material not available in their schools. Farmers are able to occasionally access farming magazines produced by the Ministry of Agriculture. However, the absence of computers and Internet is considered a major limitation, as much of the information in the VRR is limited and outdated. The feeling among those interviewed is that the availability of computers and Internet can close the gap by ensuring public access to a rich variety of up-to-date information. Sefhare VRR (has computers but no Internet) Sefhare is a small rural village of about 4119 inhabitants situated in the eastern part of the Central District about 100 km east of Palapye. This VRR plays an important role in promoting computer literacy, particularly among students the main users who use computers to do their homework. Most of the adult users are attracted to nearby community libraries at Matlhako and Ramokgonami (15 km away) which have better facilities. Youth organisations and NGOs in the village say the VRR is the most convenient and easily available venue for hosting their events. Ramokgonami Community Library (has computers and Internet) Ramokgonami is yet another small rural village of about 3463 inhabitants, 15 km from Sefhare in the central district. The use of computers and Internet is gaining momentum and popularity in the village as demonstrated by many individual testimonials and personal stories where local people explained how their lives have changed for the better since they started using computers and Internet for free at this library. Social networking in particular is popular amongst the youths and some adults who use Internet to make friends or to communicate with relatives abroad. Maun Branch library (has computers and Internet) Maun is a major urban village in the north-west of Botswana with a population of Since the library started using computers in July 2010, staff members have seen a lot of library users coming into the

22 xvii library to use the library computers and others bringing their laptops to connect to the library Internet connection. The computers are used for web surfing, social networking, and research. Users tend to bring their own laptops because there are not enough library computers available for all wishing to use them at specific times. Library membership has grown dramatically from 800 to 1100 members since the introduction of computers by the Sesigo project in July Tsabong Branch Library (has computers but not Internet) Tsabong is the administrative centre of the Kgalagadi District, located in the Kalahari Desert with a population estimated at 6,591. The youth aged in particular are very excited about the use of computer facilities at this library. Many say they feel very fortunate and excited about the introduction of free computer facilities because now they have the opportunity to develop their skills and knowledge through the use of computers. However, the absence of Internet connectivity is a big concern, making users feel cut off from information that would be available to them. Kasane Branch Library (no computers or Internet) Kasane is the town where four countries meet: Botswana, Namibia, Zambia and Zimbabwe. The town is located at the far north-eastern corner of Botswana in the North-West District. Library staff members feel that nothing much can be said about its impact to the community or individuals since its opening in Very few people visit and nothing sustains their visits or attracts new visitors. The library is dilapidated and has insufficient reading materials, including on key issues like tourism. At the time of the study renovation was on-going and included the installation of computers and Internet. Many in the community believe that being located in a world class tourist destination; the Kasane library should be a leader in the use of ICT and should also provide easy access to tourism-related information. REFLECTIONS The majority of respondents have no doubts that computers and Internet can play a significant role in the improvement of the quality of lives of individuals, communities and organisations in Botswana.

23 xviii However, current access to computers and Internet in public libraries is probably not enough to assure wide-spread technology use for the majority of people within reach of a library, as only 45% of libraries (branch, community and VRRs) covered by the study have computers 3. Despite the limitations seen library users lack skills to use computers and Internet, some libraries lack relevant information or have outdated materials significant benefits to people's lives as a result of using the library resources have been documented. The effective use of computers in the library requires user training, librarian assistance, and sufficient time to use the computers. Although the Sesigo project is the first programme to put computers and Internet in public libraries, the majority of users with basic computer training have been trained elsewhere. An opportunity exists to encourage training by others, which could result in more computerliterate people visiting the libraries to use and access Internet for free and not primarily to be trained. Computers and Internet are key drivers that can generate interest in and use of libraries as information centres and broaden access to information more generally, and as such other resources like books, magazines remain important in the libraries. There is very little working relationship between the libraries and other critical stakeholders like NGOs and dikgotla. A stronger relationship is necessary as a way to make possible the multi-directional flow of information from stakeholders to the libraries and vice-versa to help expand and broaden resources available in the libraries, which will be a good step to positioning libraries as effective information centres. 3 Based only on libraries which were part of the study.

24 1 CHAPTER 1:INTRODUCTION Chapter 1 provides a brief overview of the Sesigo project and its impact assessment. It then establishes the national context within which this project is being undertaken, describing Botswana policies and programmes that address the importance and use of computers and Internet. It ends by providing a roadmap of this report. 1.1 Overview of the Sesigo project and its impact assessment In the ongoing national effort to transform Botswana into a knowledge society, the public library system is being positioned to offer free access to information through computers and Internet. Government-private partnership is central to this transformation and a high priority is being given to the Sesigo project a partnership between the Botswana Government (through the Ministry of Youth Sport and Culture) and the Bill and Melinda Gates Foundation-Global Libraries Initiative with a software donation from Microsoft. The Project is jointly implemented by a special team of the African Comprehensive HIV/AIDS Partnership (ACHAP), and the Botswana National Library Service (BNLS), a government department within the Ministry of Youth Sport and Culture that manages the Botswana public library system. The Sesigo project is a countrywide initiative with a vision to transform Botswana into an information society with effective modern public libraries that offer free access to computers and Internet for all citizens. A strong public library system and improved access to information are considered integral to this transformation. The project has six key objectives: To enable the public to access computers and Internet services in public libraries and ensure they are used by Batswana. To empower library staff to be effective library champions and information workers in the communities they serve.

25 2 To build partnerships to strengthen the library system and information society programming in libraries. To position libraries as agents of change for individuals and communities they serve. To satisfy Batswana s information needs and ensure that useful information is available to improve their quality of life in areas such as health, agriculture, education and e- Government. To position libraries as strong cultural partners for preservation of Batswana s cultural heritage. The greatest hope for this project is to witness improved access to information that can contribute to the improvement of the lives of Batswana and the attainment of the country s socioeconomic goals. The Sesigo project pilot phase was completed in mid-2009 and full-scale implementation started later the same year. The first year of implementation focused on branch and community libraries with the next phase focusing on village reading rooms. Prior to the Sesigo project, no public libraries had computers or Internet available for public use. Currently, a total of 22 libraries have been equipped with computers, including 16 branch libraries, 5 community libraries and 1 village reading room. The Sesigo project is conducting an impact assessment to gauge its progress, inform course corrections, and evaluate the difference made to libraries and the people they serve. It started the process with a baseline study conducted during July to November 2009 that set a reference point against which future assessments can be compared. To get a view of the overall landscape for ICT access in Botswana at the start of the project, the baseline study looked not only at public libraries but also other public access venues like private Internet cafés and Botswana Post-run Kitsong Centres. The baseline study highlighted the fact that public libraries are well-placed as a platform for the provision of ICT services because they are spread across the country, and they have a mission to

26 3 provide information and related services to the public at no cost. The study showed the extent to which ICT use by the public is constrained by a lack of technology skills among library users and the general public. It also showed that the provision of locally relevant content by Botswanabased organisations and/or local websites was not adequate (ACHAP Annual Report, 2009) The Botswana context A key long-term goal for the government of Botswana is to see the people of Botswana using computers and related information technology services in many aspects of their day-to-day lives by the year To enable the greater majority of Batswana to harness these ICT gadgets to their best use, the Government and other key players have put in place policies and are implementing supporting environments. Within the framework of the Maitlamo national ICT policy, specific programmes are outlined that address key priority areas. Some are contained in the National Development Plan 9 such as The Rural Telecommunication Strategy of June 2006 and Botswana Technology Centre (BOTEC) programme and its Kitsong Centres. The Sesigo project is conducted within this context and aligned with these strategic ICT initiatives. Key policies and programmes are briefly outlined below. Vision 2016 The National Vision 2016 strategy that was set out in 1997 reveals plans to provide ICTs services in both rural and urban settings of Botswana. The vision is driven by the Vision council under Botswana Institute for Development Policy Analysis (BIDPA), a parastatal. The three main objectives of vision 2016 in relation to the provision of ICT are: o Providing state-of-the-art computer and communications equipment Ensuring that all people have access to telephones, national newspapers, radio and television services Providing information about the operations of government and other organisations freely to all citizens

27 4 (Republic of Botswana, An Information Communication Landscape: National ICT-Vision 2016). The National ICT policy, Maitlamo The introduction of the Maitlamo national policy on ICT in 2005 was intended to contribute to the achievement of the Vision 2016 goal of positioning Botswana for sustained growth in the digital age. It serves as a key catalyst in achieving social, economic, political and cultural transformation in the country. The ICT policy is a foundation on which government-supported ICT-related projects are anchored and aligned. For example, the Rural Telecommunications Programme was conceived out of this policy. The Rural Telecommunications Programme There are serious disparities in connectivity between rural and urban communities in Botswana. The Rural Telecommunications Programme is a strategy to address challenges faced in the provision of telecommunications services in the rural areas. It is meant to integrate the rural population into the economic and social development of the country through access to telecommunication services comparable to urban areas (Icegate Solutions Inc, 2006, p. 4). Its main goal is to provide telecommunications services to the rural areas in the most cost effective, efficient, logical and transparent manner possible (Ministry of Communication Science and Technology, 2006, p. 14). Under the Rural Telecommunications Programme, for example, community centres are now operating with internet for free use by community members, e.g. Kaudwane. The Botswana Technology Center (BOTEC) BOTEC operates under the Ministry of Infrastructure, Science and Technology as a leading organisation in harnessing innovative science and technology for the transformation of Botswana into a globally competitive nation ( BOTEC is the pioneer of the Kitsong Centres which provide low-cost ICT-based services mainly in rural areas to enable access to integrated and online information by rural communities in Botswana. The

28 5 BOTEC innovation emphasises online dissemination of locally-generated, user-friendly, relevant information and knowledge resources. The idea is to collect, store and use locally-generated information relevant to specific community needs. The Kitsong Centres programme was later adopted by the government and rolled out through the Botswana Post. There are 41 centres throughout the country, which have been made part of the Botswana postal system (Daily News, February 15, 2011). The centres are appreciated country-wide as useful, for example, the centre in Sikwane is said to be used mostly by university students mainly for research and communication over the Internet ( The Kitsong initiative is said to have enhanced the awareness of various corporate stakeholders about the potential benefits of ICT to rural communities. However, according to studies done by BOTEC, computer illiteracy in rural communities is one of the inhibiting factors delaying uptake of computer services ( Roadmap to the report The findings and observations of the study are presented in nine chapters of this report, structured as follows: Chapter 2 summarises the research methodologies employed in this study. Chapter 3 focuses on the findings of the survey of library users. Chapter 4 deals with the results of the survey of the general population. Chapter 5 presents Kgotla leaders experiences and perceptions of the libraries. Chapter 6 presents the findings from the survey of NGO leaders. Chapter 7 outlines the findings from the survey of local websites. Chapter 8 reports on case stories collected during field work, which describe experiences and insights about the use of libraries.

29 6 Chapter 9 is the summary of findings presented through the lens of the critical objectives of this study, including conclusions pointing to the major lessons learned from the analysis. Chapter 10 presents the observations using conclusions in Chapter 9 as pointers of how the observations have been arrived at. The Appendices contain the survey instruments used, the interview guide for case studies/stories, a sample letter to participants, and consent forms. The Sesigo impact assessment framework is also included for reference.

30 7 CHAPTER 2: RESEARCH METHODOLOGIES This chapter presents methods and techniques used for selecting participants and sites and for data collection and analysis as well as some administrative and field work challenges. It starts by presenting the objectives of the study as a basis upon which the methodologies were designed. The project benefited from a number of survey instruments each tailored to a specific target: library users, the general population, NGO leaders and Kgotla leaders. The exact procedures for formal selection and development of instruments for data collection and analysis for each group are specified as part of the methodologies. The other major feature of the methodologies was the inclusion of case stories and pictures and the survey of the websites. The surveys have been enriched by desk-top research specifically focusing on the library system in Botswana and the Sesigo project Study objectives The specific objectives for undertaking this impact assessment study was to present evidence of the current status of the use of libraries and reflect on delivery of expected outcomes of the Sesigo project. Specifically, evidence of changes in the following areas was sought: The current use of library resources, including the use of public access computers and Internet and other library resources Library users experiences and perceptions of library resources Training received at the libraries Public awareness and perceptions about access to information, the value of libraries, and of public access to computers and Internet NGO leaders perceptions about the usefulness of public libraries, including access to computers and Internet and their views on the development of local content Kgotla leaders perceptions about the use of libraries, the value of libraries including access to computers and Internet

31 Sampling of research sites This section presents sampling of both the districts and their sub-locations as well as the libraries (branch, community and VRRs) surveyed. A total of 40 study sites were visited across the nine administrative districts including urban, peri-urban and rural where some type of a library is located, as indicated in Table 1. Table 1: Distribution of study sites Administrative District Study site Branch Libraries Community Libraries Village Reading Rooms Kgatleng 1 (Mochudi) 1(Mabalane) Kweneng 2 (Molepolole, Thamaga) 1 Kopong) 3(Lentsweletau, Takatokwane, Hatsalatladi) Gantsi 1 (Gantsi) 2 (Charleshill, Kalkfontein) Southern 3(Jwaneng, Kanye, Moshupa) 3 (Mmathethe, Goodhope, Khakhea South East 1 ( Gaborone) 1 (Otse) Central 5 (Selebi-Phikwe, Serowe, Palapye, Mahalapye, Shoshong,) 3 (Ramokgonami, Matlhako, Molalatau). 3 (Sefhare, Tsetsebjwe, Mosetse North East 1 (Francistown,) 2 (TatiSiding, Masunga) Kgalagadi 1 (Tsabong) 2 (Hukuntsi, Lokgwabe) North West 2 (Maun, Kasane) 2 (Sehithwa, Satau) TOTAL The criteria used to select study sites were as follows: a. All the nine principal administrative districts to ensure countrywide representation; b. In each district, the study purposively selected areas to represent towns, urban and rural villages with branch libraries; and

32 9 c. All the selected branch libraries, community libraries and village reading rooms that were operational Branch Libraries A total of 17 branch libraries were selected from 24 branch libraries in Botswana and these were the ones that were active during the time of the study (September-October, 2010). Six branch libraries were temporarily closed for renovation at the time of the study whereas Lobatse could not be used as part of the main study as it was covered in the pilot study. The actual numbers of all the sites surveyed are indicated in Table 2. Table 2: Sites visited Types of libraries Total With Computers and Internet No Computers or Internet Computers, but no Internet Branch Community Village Rooms Reading Community Libraries In all, there were five community libraries in operation but one, Mankgodi had been covered during the piloting phase. The four community libraries covered during the main field work are located in Kopong (Kweneng district), Ramokgonami, Matlhako and Molalatau in the Central district Village Reading Rooms (VRRs) The Sesigo project plans to install computers and Internet in 44 VRRs during its implementation. Using purposive sampling, 19 were visited in locations targeted by the study, excluding the 4 in

33 10 Kgatleng that were covered in the pilot phase. The formula for distributing the selected VRRs among the nine administrative districts was as follows: [X/ X*100]*22 Where, X=Number of VRRs in given administrative district X=Total number of VRRs in the study 22=Calculated sample size of VRRs for the study (50% of 44). Table 3 shows the guide used to determine the number of VRRs for inclusion in each administrative district.

34 11 Table 3: Sampling and distribution of VRRs Administrative district Number of VRRs Sample size Kgatleng 9 1 Kweneng 5 3 Ghanzi 3 2 Southern 5 3 South East 1 1 Central 7 3 North East 5 2 Kgalagadi 3 2 North West 4 2 Total Groups surveyed The study surveyed four primary groups: the general population, library users, Kgotla leaders and NGO leaders Sampling procedures and criteria Sampling of the general population The general population sample was calculated using a Slovin s statistical formula of n=n/1+n (e) 2 where n is the sample size, N is the total population of the study sites and e is the sampling error (confidence level). The table below indicates the total population of the study sites in the administrative districts based on Central Statistics Office (CSO) projections for 2011, and the sample size for each study site calculated using Slovin s formula (refer to Appendix 2a).

35 12 Slovin s formula as cited in Guilford and Fruchter (1973) was also chosen because according to Guilford and Fruchter it is advisable to use it when calculating sample sizes for large populations. This formula has been used in calculating sample sizes in a number of published studies including the following; a. b. Slovin s formula was thus used for calculating sample size of the general population because it is not possible to study the entire population of the study sites in each of the administrative districts. It allows a smaller sample to be taken using a random sampling technique. Slovin's formula also allows a researcher to sample the population with a desired degree of accuracy. In this study, a confidence level of 97% and sample/margin error of 3% were used to ensure a high degree of accuracy of the results obtained. Table 4: Sample: General population Code Administrative N=Total population of the n= sample e size calculated districts study sites using Slovin s formula 1 Kgatleng 50, Kweneng 102, Gantsi 14, Southern 78, South East 332, Central 186, North East 108, Kgalagadi 12, North West 53,855 65

36 13 In order to ensure a high degree of accuracy of the results obtained, in calculating the sample size, a confidence level of 97% was used resulting in a margin error of 3%. Sampling of library users The sample of library users was mainly calculated based on the estimated number of "footsteps", number of visits recorded by libraries, in each type of the library surveyed (branch, community and VRRs). Table 5 reflects footsteps as at July 2010 collected in each study site visited and their sampled sizes calculated using Slovin s formula (refer to Appendix 2b). Table 5: Sample size Code Administrative N=Total population n= sample size district (Footsteps) calculated using Slovin s formula 1 Kgatleng 3, Kweneng 1, Gantsi Southern 1, South East 10, Central 2, North East 5, Kgalagadi North West Total 26, In order to ensure a high degree of accuracy of the results obtained, in calculating the sample size, a confidence level of 95% was used resulting in a margin error of 5%.

37 14 Sampling of NGOs According to Botswana Council of NGOs ( there are 100 registered non-governmental organisations in the country, focusing on diverse issues in different districts. Purposive sampling was used to select NGOs included in this study and located in the sampled study sites. The sampling criteria were as follows: a. In each study site where there was only one NGO, the NGO was automatically included. b. In a study site with two or more different types (by focus issues) of NGOs, one of each type was included. c. In a study site with two or more same type (by focus issue) of NGOs, one was selected through purposive sampling. Table 6 indicates NGOs surveyed as per criteria above. Table 6: Sampled NGOs District Agric & Environ Arts & culture Church/Relig dev t Disabled Areas of Focus Gender Health HumanRights Youth & Child education Econ. Dev t Psychosocial support Poverty alleviation Kgatleng (1) (1) (1) 4 (1) Kweneng (1) (1) (2) 6 (1) (1) Ghanzi (1) (1) (1) 4 (1) Southern (2) (1) (2) (1) 6 South (1) (1) (1) (1) (1) (1) (1) (1) (1) (1) 11 East (1) Central (1) (1) (1) (1) 5 (1) North (1) (1) (1) (1) 4 East Kgalagadi (1) (1) (1) (1) (1) 5 North (1) (1) (1) 3 West Total Total

38 15 Sampling of Kgotla leaders Kgotla leaders were surveyed based on the understanding that each of the chosen locations had a main Kgotla except for urban locations were purposive sampling was used as there are no main dikgotla in the Setswana traditional sense, but several customary courts. Table7 below indicates the dikgotla surveyed. Table 7: Sample for Kgotla Administrative Districts with branch libraries Location of Kgotla via branch library Location of Kgotla via community library Location Kgotla VRR North West Maun, Kasane Sehithwa, Satau Gantsi Gantsi Charleshill, Kalkfontein Kgalagadi Tsabong Hukuntsi, Lokgwabe Southern Jwaneng, Kanye, Moshupa, Mmathethe, Goodhope and Khakhea Kgatleng Mochudi, Mabalane 2 Kweneng Molepolole, Thamaga Kopong Lentsweletau, Takatokwane, Hatsalatladi Central Selibi-Phikwe, Serowe, Palapye, Mahalapye, Shoshong Matlhako, Molalatau Sefhare, Tsetsebjwe, Mosetse North East Francistown Tati- Siding, Masunga South East Gaborone Otse 2 Total of via Kgotla Total Number Sampling of Websites The list of Botswana websites was obtained from ABC Mundi ( a directory which indexes websites by country. At the time of the survey, the directory contained a total of 202 Botswana websites. All were reviewed and 200 websites used as they contained relevant information to the study. The two that were discarded had insufficient information to

39 16 determine their eligibility such as source/origin of the content and other consumers. The complete list of websites is provided in Appendix 8. Sampling of case stories Selection of case stories was guided by the following criteria informed by the types of libraries surveyed. a. One VRR with no computers and Internet b. One VRR with computers and without Internet c. One community library with computers and Internet d. One branch library without computers and Internet in an urban area e. One branch library with computers and without Internet f. One branch library with computers and Internet at a major village Details of these case stories are presented in chapters 8 of the report Administration of the survey Five different survey questionnaires were administered, namely, for the library users, the general population, NGOs, Kgotla leaders and websites (Appendices 5-9; survey tools). While the questionnaires comprised mainly of close-ended questions, a few open-ended questions were included. In addition to the questionnaires, an interview guide was prepared for collecting stories and case studies (Appendix 9: Interview guide to stories and cases). Following the basic research procedures, a cover letter was developed and included as part of the survey together with the consent forms to be signed by participants. The letter explained the purpose and importance of the study, its potential benefit to the public library system in Botswana and the importance of the individual s response to the success of the study (Appendix10; Sample letter to participants). The letter was included as part of the tri-fold document, a letter itself, the survey instrument and the consent form. The letter preceded all

40 17 other documents, followed by a consent form and the survey questionnaires. For the library users, the place of surveying was the libraries (branch, community and VRRs) while the general population was approached in different public places like the school, street and playgrounds. As for the NGOs and Kgotla leaders, researchers visited them in their respective places of work. The survey of the website on the other hand was done through desktop review Analysis of data Upon completion of the field work, the data from the surveys was analysed using SPSS (Statistical Package for the Social Sciences) and Microsoft Excel which was mainly used for generating graphs. For all the open-ended questions, analysis was done by identifying (coding) common themes for each of the question. The resultant codes were then entered into SPSS and quantitatively presented Administration of interviews for case studies Cases and stories were collected through unstructured interview tool. Each case transcript was identified by the type of location where it was collected, for example, 1 VRR with no computers and Internet, VRR with computers and without Internet, community library with computers and Internet, branch library with computers and Internet at a major village and branch library with computers but no Internet. Sources of evidence in these cases included written personal stories by respondents, taperecorded interviews, pictures/photos, video-tapes and direct observation by researchers. Some of these served to corroborate findings from the survey instruments. These cases were of single and group types. Single means an individual testimony whilst a group-type means that a group of people representing the various study target groups were purposively assembled into a focus

41 18 group. Each individual submission added to a whole case in which ideas gathered from the various people were analysed and pattern drawn based on the variables of the study as guided by the interview guide. Thereafter, conclusions were drawn from these patterns. The process leading to conclusion included (i) researchers listening to the tape recorded data or reading through the handwritten data, noting similarities and determining the flow in relation to the research questions/focus (ii) linking of ideas/relationship of ideas from different people was determined and (iii). Researchers made conclusions that address the most significant aspect of study. These conclusions served to corroborate findings from the survey and add depth to the statistical evidence of graphs and tables drawn from the questionnaires. As for the pictures, the files were automatically generated by the cameras Pilot study A pilot study was conducted to test the validity and reliability of instruments. The objectives of the pilot study were met as it pointed to the need to revise the four survey instruments of the general population, library users, NGO and Kgotla leadership. Suggestions from the pilot study were implemented. A detailed report is in Appendix 11.

42 Methodological Limitations and Challenges This section briefly outlines limitations that were inherent in the methodologies used in the study. There are also challenges, that is, some problems encountered on the ground during the execution of this study. These too are presented in this section Limitations Limitations were identified as the following: Using mainly close-ended questionnaires as the principal research tool for data collection tended to narrow the scope and depth of interactions with respondents as people were made to answer yes or no without trying hard to think through their answers. The use of long questionnaires with questions that sometimes overlap giving respondents the impression of unnecessary repetition and overstating of issues, led to some respondents complaining and in some few instances leaving before completing the questionnaire or gave curt responses like already answered that. Slovin`s Formula, which is primarily intended for calculating large population samples had obvious limitations being used in locations with very small populations such as Tati Siding, Charleshill, Matlhako etc. In some cases, this resulted in very small numbers being surveyed in a location and this was not cost effective. For example, the costeffectiveness of going far away locations with sample sizes of 10 or 11 becomes somewhat questionable Challenges Many of the challenges encountered and addressed on the field include the following: Last minute withdrawal of research assistants after intensive training given to them. Frantic efforts went into finding suitable replacement carefully handpicked looking at their levels of experience and ability to blend with the field team already in place.

43 20 Scheduling firm appointments with library staff, Kgotla and NGO leaders in some of the rural areas, for example, Tsabong, Sefhare and Hukuntsi was problematic due to unreliable communication channels such as , telephone and fax. More staff was dedicated to full time calling and making follow-up calls which resulted in substantial unbudgeted costs. Tendency by study participants to be skeptical with those conducting surveys resulted in some refusals to complete the questionnaire. This delayed the process and meant extra work for field workers. Approaching minors who were unaccompanied by adults was yet another serious logistical and / or ethical obstacle as they could not participate without the consent of their parents or guardians. Many library staff members were kind enough to act as guardians for children users and for some members of the general population it meant taking the extra effort to locate parents or guardians within reasonable distances.

44 21 CHAPTER 3: LIBRARY USERS This chapter reports findings of the survey of library users. It profiles library users according to various factors including characteristics of those most and least likely to use the libraries regularly or irregularly as influenced by a number of factors including availability of resources needed, primary use and their preparedness to use resources in the libraries. To further determine the specific nature of their use of libraries, questions on the use of computers and Internet were asked. In addition, an analysis was done of activities that users most or least likely engaged in at libraries. A total of 535 respondents were surveyed, which is 88% of the targeted 610. The targeted number was not realised mainly because of the limited number of people who visited some libraries at the time of the study as well those who declined to participate. Library users were asked specific questions directed at the impact of libraries as community resources. In other words, questions were asked to get library users perceived value or impact of libraries to the communities. Last but not least, library users knowledge of Sesigo project was explored. Library user refers to anyone who uses a library at least once, regardless of age or how frequently they visit. This study surveyed library users at selected libraries venues in order to get results that are representative of the wider group of people who use libraries. They are a heterogeneous group with different backgrounds and a variety of information needs. The key findings relating to the library users are presented according to the 12 areas of investigation (themes) as mostly informed by the themes in the survey questionnaire.

45 Demographics of library users Age Library users were diverse. Their ages ranged from 5 to 51+ years old. On average 75% of these users were aged 12-29, and only 4% were aged 51+. About 14% were children in the age group of 0-11 years old. The graphic representation of this age mix is illustrated in Figure 1. Figure 1: Age of library users Those aged years predominantly used branch libraries as compared to community and village reading rooms in which computers and Internet are not available. Most of these branch libraries are located in towns and urban villages. The most frequent users of community libraries were the age group years with many citing the use of computers and Internet as their main reason for visiting the libraries. Further analysis indicated that users of years were more in libraries which invited community elders regularly to share their rich knowledge with the library users in order to preserve culture. They were also attracted in libraries that invited people with skills on different traditional games to share their valuable knowledge. A further in-depth analysis of the representation of age for libraries surveyed was done and the findings are as presented in Table 8.

46 23 Table 8: Library users: Age groups of respondents per type of library Age group Branch Frequency Percentage Library Type Community Frequency Percentage VRR Frequency Percentage Total Frequency Percentage years Total Gender, employment status and educational background The statistics collected indicate that more females than males visited the library during the time of this survey. Overall, 52% (278) females as compared to 48% (257) males were surveyed. This trend of more females than males has been observed in all categories of libraries Educational background of respondents Figure 2 illustrates the levels of education of the respondents. Figure 2: Users educational background Most of the users of the library were of upper secondary education level 43% (229), followed by those with primary and university levels, 19% (103) each. These percentages tally with the high number of youth in the ages of which was present in the libraries during the time of this study. Only 1% (4) of the respondents did not have formal schooling. Those with postgraduate

47 24 educational background composed 2% (9), then post-secondary vocational or trade school, 6% (31) and lower secondary level, 11% (58). Overall, the figure indicates that most users are of primary, secondary education and university or college academic backgrounds Primary language of communication Researchers analysed users in terms of primary language of communication. The findings are as follows: Figure 3: Primary language of communication As indicated in Figure 3, Setswana was the primary language of communication for most of the library users, 79% (422), followed by English, 21% (111). The minority of the library users used Ikalanga as a primary language of communication, 0.4% (2). Further analysis indicated that the highest concentration of Setswana and English speaking users was in towns and urban villages, for example Maun, Kasane, Mahalapye and Palapye. Some library users complained of lack of vernacular (mother tongue) materials as most of the materials were in English, an official language in workplaces and a language of instruction in schools User training and preparedness Information collected in respect of this area included the formal training users underwent, place of training as well as the usefulness of training received. Users shed light on what they perceived to be some gaps in their training. They were also asked to indicate the type of assistance they needed in using the computers.

48 Formal training on computers and Internet Regarding whether they had received any formal training on computer and Internet use, 55% (293) of the library users said they had. Of this number, 78% (228) were aged years, followed by years with 6% (17) and children 0-11, 13% (39). The 51+ years constituted 3% (9) of library users who had formal training on computers and Internet use. The majority of users who were trained were students and those with undergraduate and graduate degree. Most users were trained somewhere else outside the libraries as the following Figure illustrates. Figure 4: Location of user training Also, as illustrated in Figure 4 only 11% (32) of users were trained in the libraries. The majority of them where trained elsewhere. The training was mainly on basic use of computers 71% (215) as Table 9 indicates. Table 9: Focus of training Was the training in: Response Frequencies Percentages Totals Finding information Yes % No % Basic computer use Yes % No 86 29% Advanced computer use Yes 73 25% No %

49 26 Concerning the practical application of the formal training they had received in computer and Internet use, 89% (265) were positive that their training was benefiting them. Only 11% (34) felt training was not that useful for them. When asked to rate how training was helpful to them, the results were as presented in Figure 5 below. Figure 5: Ways in which training is helpful The majority of the respondents said training enabled them to operate basic computer programs, 53% (140). Very closely related to the ability to operate basic computer programs was the finding that 41% (107) of the users said training helped them to conduct research using the Internet. These figures 53% and 41% far exceed other areas of the convenience of doing work with computers 3% (8), being able to play games 2% (5) and being able to buy and sell products online 1% (2). Further analysis indicated that the age group years constituted 85% (91), being the highest number of those who were able to conduct research using the Internet. Among this group, respondents with high school education level were the majority; 44% (40), followed by university/college diploma holders; 28% (26), then those with post-secondary /vocational or trade; 8 (9%). Only 1% of those who did not have formal schooling conducted research using the Internet. More (80%) of the users aged years reported to be able to use basic computer programs as a result of the formal training they underwent. The few who reported that they were

50 27 able to buy and sell products online were also youth aged years (50%) and children aged 0-11 years (50%). None in other age categories had experienced selling online. Those who said training was not helpful were given an option to elaborate on their answers. Figure 6 describes their answers. Figure 6: Factors inhibiting the application of training Reasons given to substantiate why respondents said training was not helpful were insufficient time allocated for the use of computers by the libraries, 69% (31); lack of proper training in computer use, 27% (12) and limited access to computers due to few computers in libraries, 4% (2). As an adjunct to basic computer training and personal use of computers and Internet, most of the library users reported receiving assistance in using the computers in the libraries. The findings relating to this assistance are captured in the section below. Assistance to use computers in the libraries The majority, 71% (356) of the respondents affirmed getting assistance to use computers in the library while 29% (145) reported having received no assistance. The results further revealed that those who received assistance had also been trained in computer use (60%), and the majority of those without basic computer skills did not get the assistance (54%). Of those who said they did not get assistance were the year old (74%), 0-11 years (15%), years (8%) and 51+ years (4%).

51 28 When asked how often they received assistance when they wanted it, the findings are as indicated in Figure 7. Figure 7: Frequency of the assistance Only 47% (246) of library users often got assistance when they needed it with 32% (168) sometimes getting it and 13% (66) never getting it. Users who got assistance most of the time when they wanted it comprised of adults aged 51+ years (74%), followed by those aged years (63%), then the years old 45%, Children (0-11 years) received the least assistance very often (38%). The trend also indicates that assistance is mostly available in the branch libraries (79%) compared to the village reading rooms (13%) and community libraries (7%) Main goals for using library When asked to indicate statements that mostly closely describe their purposes of using the library, responses yielded the results in Figure 8. Figure 8: Main goals for using library A total of 318 (61%) of those surveyed reported reading as the main purpose for going to the library, followed by those who said they used the libraries to get resources for their education; 23% (121). Users who ranked reading and saw

52 29 libraries as sources for their education were those with primary education level (21%); junior secondary level (11 %) and senior secondary (42 %) as well as those who indicated their education backgrounds as undergraduate (18%). The least popular use was to train in computers (3%) and meeting friends (3%). Many of the library users reported to be satisfied with the services they got towards achieving their main goals. The graph below sheds light on their responses. Figure 9: Satisfaction with library services A total of 177 (34%) library users felt they were very satisfied that the library services helped them achieve their main goal. Those who felt somewhat satisfied were 171 (32%). The very dissatisfied option attracted very few users, 5% (24). Those who indicated they were very dissatisfied with the services they got from the libraries included those who could not get information they wanted in a number of areas including health (29%), using computers and Internet (34%) and accessing information on culture or language (8%). 3.4 Primary source of information To help participants determine their primary sources of information, items were characterised by their contents, for example, health, education, agriculture and culture. This study unveiled different sources for specific content areas.

53 Primary source of information on Agriculture In the area of agriculture, the majority of library users identified teachers as their primary source of information. Other sources are as depicted in Figure 10. Figure 10: Primary source of information on agriculture A total of 190 (38%) library users reported their primary source of agricultural information to be teachers. Among these, 44% (84) were of upper secondary education level, followed by 33% (62) with primary education level, then junior secondary level, 12% (23), university/college diploma 7% (14) and post-secondary vocational or trade school were 3% (6) as well as those with no formal schooling, 1% (1). None of the users with postgraduate level of education mentioned teachers as their primary source of information on agriculture. Government offices were ranked number two, 16% (78) and the libraries occupied a third place with 13% (67). Worth noting is that those who ranked government officers as number 2 were mostly the students (36%), followed closely by the employed (33%), then the unemployed (31%). None of the retired users cited government offices as their primary source of information on agriculture; instead they all cited computers/internet, 100% (2) Primary source of information on education The primary source for information on education for the majority of the library users was the teacher as Figure 11 indicates.

54 31 Figure 11: Primary source of information on education When asked about their primary source of information on education, 51% (265) of library users cited teachers, 18% said the libraries and ranked 11% cited computers. Further analysis showed that those who cited teachers as source of information on education were mostly students, 83% (220). To check whether the student factor could have biased the choice of teachers as primary sources for information on education, further analysis was done on responses of nonstudent groups (i.e. the employed, unemployed and the retired). It was revealed that students biased the choice of teachers as primary source of information on education. For example, most of the unemployed, 33% (28) selected libraries as their primary source, the employed, 30% (18) selected teachers. The retired group selected computer/internet and hospitals/clinic, 50% (1) each as their primary sources of information on education Primary source of information on health On being asked their primary source of information of health, the library users perceptions were as indicated in Figure 12.

55 32 Figure 12: Primary source of information on health Users mostly perceived government offices as primary source of information on health, 23% (112); closely followed by teachers, 19% (95). Further analysis indicated that most of the users who saw government officers as the primary source of information were those who had schooled up to upper secondary level (high school) (46%) and undergraduate (23%). In addition, the employed, 40% (26), the unemployed, 33% (28) and the retired, 33% (1) also joined them in viewing these offices as the primary sources. On the contrary, students cited teachers as their primary source of information on health, 25% (86). In relation to the highest level of education of those who cited teachers as the primary source of information on health, 32% (32) were of primary level, 24% (13) junior secondary level and 18% (37) high school level. Libraries attracted 14% (67) and computers, 13% (66). Most of the users who favoured libraries were students, 64% (43) Primary source of information on culture When library users were asked to choose or evaluate sources of primary information on culture, their choices favoured some sources over the others as indicated in Figure 13. Figure 13: Primary source of information on culture The graph indicates that 21% (98) of users saw teachers as primary source of information on culture. Teachers were closely followed by friends, 18% (87) and the libraries, 18% (83).

56 33 The trend that emerged was that those who chose teachers as primary source were respondents with primary (38%), junior secondary (8%) and high school (19%) levels. Mostly, users aged 51+ years (35%) were the ones who got some important information on culture from friends. In addition, users of years (30%) also cited friends as primary sources of information on culture as well as children aged 0-11 years (8%) Primary source of information on business On finding information on business, library users cited different primary sources. These sources are indicated in Figure 14. Figure 14: Primary source of information on business Computers emerged as number one primary source for 19% (92) of library users. It was closely followed by teachers which attracted 18% (88) responses. Friends also came up as primary source for some users, 13% (66). The age group of years made up 22% of those who accessed information on business mainly through computers followed by 50% of the retired users. Also, respondents aged years as opposed to the 51+ years old seemed to rely on computers for information on business. Teachers also were favoured by those years old (18%) especially those who were still students and the unemployed. Users who were also students (24%) saw teachers as their number one source of information for business. Among these users, primary school leavers comprised 30% and high school leavers (21%) compared to junior school leavers (14%), with postsecondary graduates (3%), undergraduate (8%), and postgraduates (0%) ranking low among those who saw teachers as primary sources of information on business.

57 Primary source of information on government services Sources of information on government services differed according to different types of library users. These sources are presented as chosen by the respondents in Figure 15. Figure 15: Primary source of information on government services Figure 15 indicates that many users; 55% (277) perceived government offices as their primary source of information on government services. Many of these users were those aged years (82%), with only 3% of 51+ years citing government offices as their primary source of information. Also a majority (65%) of the users cited government offices as their primary sources of information on government services were students, followed by 19% of the unemployed. Only 16% of the employed use government offices as their primary source of information on government services. Teachers were cited by 8% (40) of users as their primary source of information on government services while friends ranked third with 7% (34) Library membership and Visits Membership status Library users were asked to indicate their membership status as they used the library. Findings revealed that most of them were not registered members. Only 23% (125) of users reported having a membership card/being members as compared to 77% (410) who did not. Users of branch libraries had the highest number, 60% (75) of those with membership cards while community libraries, 10% (13) and VRRs, 30% (37) had very few members with cards.

58 35 Users without library membership were mostly the 51+ years (84%) and children 0-11years (82%). The year olds ranked top (40%) in terms of possessing library membership cards when compared to only 23% of the year old. Only 18% of the children aged 0-11 years and 16% of the 51+ years possessed library cards. Those that had cards (79%) used the library on daily basis whereas those without cards (88%) used it rarely Visits to the library Library users were asked to rate their visits to the library on a scale of daily to rarely. The findings are as indicated in Figure 16. Figure 16: Frequency of visits The users who came to the library on a weekly basis comprised 46% (248). Almost all the years olds were in this category except (14%) who reported coming rarely to the library. The majority of these regular users came frequently for computer and Internet access (52%). Similarly, children aged 0-11 who reported coming weekly to the library came for the computer and Internet services although a good number of them also came to borrow or return materials they borrowed. For all the 3 categories of libraries, 46% of the users visited them regularly once a week followed by 30% (160) who used them daily. Only a few, 9% (50) visited monthly and 14% (77) rarely. A total of 160 (30%) library users reported visiting the library on a daily basis. Many of them were the years (75%), for example, high school students (44%). Also, those who had been trained in basic computers (42%) visited the libraries regularly. Furthermore, branch libraries are visited more regularly by 84% of their users. Overall, 79% of users said they visited on daily and weekly basis. There were some library users who said they rarely went to the libraries. These

59 36 were the 51+ years (16%), year olds (15%) and children aged 0-11 years (15%). Asked why they visited the libraries, 48% of the library users said they went to the library to borrow materials like books and 44% went to access computers Primary uses of the library Primary reasons for visiting the library A total of 91% (484) out of 535 of library users said they visited the library to read. Those who indicated reading as the primary reason of their visit were mainly students (93%) as well as (87%) of the employed. 16% (59) of the users aged years who went to the library to read were unemployed compared to 9% (33) who were employed. Users who went to the library primarily to use computer and access the Internet comprised 27% (146). These users mostly used branch libraries, 84% (122) and community libraries, 10% (15). The 6% (9) were users in Sefhare, the only VRR with computers. Borrowing books was cited by 27% (144) of users as their primary reason for visiting the library. Among these was 35% of users aged years old closely followed by those aged years (28%) and 51 + years (26%). Only 20% of the children aged 0-11 years reported borrowing books as a primary reason for their library use. Only 23% of respondents who said they came to the library to borrow books possessed library cards. Visiting the library for home work assistance was reported as the primary reason for some users with 28% (148) of them having ranked it number one. Many of these users who visited the library for homework assistance were of high school education level (46%), followed by those with primary (21%) and university education level (18%). Those who visited the library for homework assistance were followed by those who went to the library for some educational events 15% (78) as well as for attending their reading club activities 10% (53). Overall, the primary reason for visiting the library was to read, access and use computers and borrow books

60 37 with the 50% of visitors being respondents with high school education or equivalent followed by those with university (18%) and primary education (10%) Perceived importance of librarians Seeking help from librarians Users were asked to indicate the frequency with which they sought help in finding information from the libraries. Their responses are indicated in Figure 17. Figure 17: Asking for help from librarians When asked to rank how often they asked for assistance from the librarians in finding information, responses of users differed as indicated in Figure 17. Some of the library users 49% (261) reported that they did not frequently ask for help (sometimes) as compared to 15% (80) who frequently asked for it. Users who frequently asked for assistance were those with no formal schooling (25%), primary (24%) and postgraduate education (22%). However, respondents with postgraduate education also constituted 44% of those who reported that they rarely asked for assistance, followed by those with university or college diploma (32%) Getting help from the librarians A total of 461 library users out of 535 sought for assistance from the librarians and were asked to rank the responses of the librarians to their request on a scale of frequency, very often, sometimes, rarely and never. Figure 18 indicates users responses.

61 38 Figure 18: Assistance received In ranking how often users receive assistance from the librarians, some of them reported getting it very often, 47% (246) followed by those who reported getting it sometimes, 32% (168). However, a few, 9% (47) reported rarely receiving assistance with 13% (66) not receiving assistance at all when they needed it. Most of the 51+ years (74%) and the years (63%) reported receiving help very often as opposed to 38% and 45% of the children aged 0-11 and the12-29 years, respectively who reported so. Furthermore, 56% of users of the VRRs indicated that they very often get the needed assistance, followed by 46% of those who used branch libraries and 41% users of community libraries. VRRs recorded only 9% of users saying they got no assistance at all compared to 13% users of the community libraries and 13% of those using the branch libraries, respectively. Some community library users (36%) compared to 27% of those using the VRRs and 32% users of branch libraries indicated that they sometimes got assistance when they needed it (refer to Tables d and e, Appendix 13) : Getting useful assistance from the librarians Figure 19: Helpfulness of librarians Most of the library users who received assistance from the librarians indicated that the assistance was always useful (56%). Most of those who felt that the assistance was always useful were those with junior secondary (69%), post-secondary or vocational or trade (60%), higher secondary (58%), university or

62 39 college diploma (56%) and primary (48%) education level. Among those who always got useful assistance were years old who came to seek information about their businesses, followed by those who came to use the Internet to look for academic placement and sponsorship. Library users who indicated that they always got helpful assistance from the librarians were 294 (56%). Of these, the years scored the highest (66%) with regard to getting helpful assistance from the librarian, followed closely by the 51+ years (63%). Children (0-11 years) scored the lowest in terms of getting useful assistance from the librarian (46%) Perceived importance of the role of librarians The majority of library users rated the role of librarians as very important 75% (396). The importance of the librarian s role was rated at almost the same level by those aged 0-11 years (61%), years (75%), and years (90%) and 51+ years (84%). Most of these users who rated the librarian s role as very important were those who reported having received information that was helpful to them through the assistance of the librarians. Figure 20: Perception of importance of the role of librarians Figure 20 indicates that most library users found the role of librarians to be very important, 75% (396). However, 16% (87) of them perceived it as somewhat important with 2% (10) of users saying it was not important. Notable was that a few who perceived librarians role as not important were those with undergraduate (3%), primary (2%), junior school (2%) and high school (2%) education background. Also, the years old who did not receive helpful information down

63 40 rated the role of librarians, constituting 70% of users who rated it not important and 87% of users who were neutral. Some children too (30%) rated this service as not important. Table 10 reflects perceptions about the role of librarians in different libraries. Table 10: Perceptions on the importance of the role of libraries Perception on the importance of the role of libraries Rank Branch Community VRR Very important 72% 74% 87% Somewhat important 17% 15% 11% Neutral 8% 8% 1% Not important 2% 3% 0% Users were also asked to indicate other sources of help apart from the libraries. Findings indicated that they had others to consult if librarians could not help as indicated in Figure 21. Figure 21: Sources other than librarians Some users had friends they could look up to when they could not get information from the librarians, 35% (161). Of these, 44% visited weekly as opposed to those who rarely came to the library (16%). In addition, children who were accompanied by parents or elders also indicated friends as helpful when librarians could not help.

64 41 When asked to indicate others that could give help other than the librarians, users of branch libraries acknowledged friends (81%) more than users of other types of the libraries surveyed (community libraries, 8% and VRRs, 12%) Performance of libraries Given the statements of importance to rank, library users indicated their perceived satisfaction in the following manner: Table 11: Shows rating of performance of the library in various areas Rating of performance of the library in the following areas: Very high (VH) High (H) Average (A) Low (L) Very low (VL) Library service as a whole Arrangement of materials in the library Arrangement of furniture and equipment in the library Provision of computers and Internet Community activities and engagement Library opening hours Attitude of the library staff toward users Service of library staff to users Provision of access to cultural materials Training of users in library use skills Overall satisfaction 41 Satisfaction (VH+H) (%) score As Table 11 indicates, the statements that attracted satisfaction from the majority of users were attitudes of the library staff, services of library staff and the library services as a whole. The findings pertaining to these statements are discussed below.

65 Attitudes of the library staff Users indicated their satisfaction with the attitude of the library staff (56%) as well as services of the staff in the library (51%). Users who rated high the attitude and services of the library staff included the 51+ years old (95%), the year (90%) and years (85%). The year olds were regular visitors to the library and held other events in the libraries like clubs. In Kopong community library, for example, some cultural activities were held and library staff were said to work hand-in-hand with the communities Service of library staff Closely related to attitudes was the overall services provided by library staff which was also ranked high (51%), for example, respondents of years old (95%) and the years old (85%). The latter age group respondents were regular visitors to the library and held other events in the libraries like clubs Library service as a whole When asked to rate the services provided in or by the libraries, 51% of users rated them important. Some regular visitors (41%) acknowledged this importance of library services with those who visited rarely giving a lower rating (26%). Additionally, only 7% of users who felt they never got the assistance they wanted from the libraries rated the importance of library services high compared to those who always got assistance (76%). The degree of variability with regard to importance of library services was observable among those who felt that they always got assistance (76%), they usually got it (17%), with those who never got assistance giving it the lowest rating (7%) Computer and Internet use Ownership of computers Users were asked to indicate if they owned computers and the results were as follows.

66 43 A total of 72% (374) of users said they did not own the computers and only 28% (147) of them owned computers. The 28% comprised of respondents with undergraduate (47%), postgraduate (44%) and high school education level (27%). These users with computers were mostly located in towns (Jwaneng, Maun, Gantsi, Gaborone, and Francistown), urban and rural villages (Thamaga, Palapye and Goodhope) and Satau village. Only 18%, of the 0-11 years owned computers compared to 30% of the years old, 30% of those aged years and 32% of the 51+ years age group. Ownership of computers was also indicated by users in branch (32%) and community libraries (27%) as compared to VRRs (10%) all of whom were from Satau village Computer use and preferred place for use The majority of library users reported that they used computers (73%) as compared to 23% who reported not using them. When asked to indicate their preferred place of use, the following results emerged. Figure 22: First choice place for computer use A total of 201 users (49%) indicated that they used computers at home. These were mostly the 51+ years old (71%) and the 0-11 years old (55%). The unemployed as well as the employed also indicated home as the number 1 place for computer use. When asked to indicate their second choice of place for use of computers, 31% (69) of library users ranked Internet cafè at the top. Internet café still got top ranking for the third choice by 35% (55) of users.

67 Use of public computers Of the library users who used computers, 32% (143) indicated that they did so in libraries and 68% (308) did not use computers in the library. Only users of branch libraries (34%) and community libraries (49%) had access while only 12% had access to the only VRR furnished with computers. Overall, the majority of the users tended to be youth aged years (76%) and children aged 0-11 years (14%). The majority of the users said they used computers on weekly basis 51% (77). These were mainly those who visited the library regularly. Furthermore, 70% of users who used the computers said they used the Internet too. Their preferred place of use of the Internet was Internet café 30% (87). As for the second and third choice, users ranked Internet café also as the second choice 44% (74), and third being libraries, 34% (38). Users were asked to indicate their use of the Internet by a number of alternatives and the following results emerged. Table 12: Shows primary use of Internet (ranking by use). Table 12: Primary use of Internet If you use Internet, what is your primary use? Yes Frequency Percentage Other communications tools (Internet, telephony, etc) Basic computer applications like word processing, spreadsheet, etc Meeting people online Access to online news Children s education (homework, research, etc) Access information on health Access information on business or work opportunities Access educational information (distance learning, etc) 59 39

68 45 Access government information and services Access information on culture and language Access information on agriculture Adult education training Literacy training Organise and disseminate community information 12 8 Access to entertainment materials (movies, music & games) Factors limiting the use of computers in libraries Users were asked to indicate some factors that limit their use of the Internet by choosing from a number of alternatives and their responses are captured in the table that follows: Table 13: Factors limiting the use of computers If yes, are you limited by: Yes Frequency Percentage Time limits on computer use in the library Time limits per user Lack of training Unreliable Internet Lack of useful information Lack of computers and Internet 14 4 Others (Electricity black out) 5 1 Table 13 Shows factors that limit computer use in the library (ranked). Most of the respondents who cited time as a limiting factor were aged years (80 %). They also stated that they used computers for home work (74%), Internet services (84%) and finding placement in academic institutions as well as seeking scholarship.

69 46 Some users complained about the time that was given per user. These included those mostly with high school when compared to other levels (primary and junior education). These users also used computers for a number of other things like Internet and games. Very few respondents of years complained about time (6%) and also 3% of those aged 51. Some of the elders were concerned about the lack of useful information. Only 5 people (1%) mentioned electricity black out as an additional (others) limiting factor to the use of computers. Limited time was a concern mostly for youth (12-29 years) in the branch libraries (89%) and this tallied well with time limit for every user which was stipulated by a number of libraries. Most of the libraries had posters stipulating time limits like the one shown. Picture: VRR with no computers and Internet Tsetsebjwe like many libraries displayed its operating hours. The time periods were similar across all libraries including branch and community libraries with some slight difference of an hour or less. The opening and closing times of branch libraries were 8am 5pm giving student-users limited time to use the libraries after school. A few of the employed (12%) as well as the unemployed (12%) registered their concern of limited time. Children too indicated concern about the length of time that limited their use of libraries. A high number of those aged years (68%) cited training as yet another factor limiting their use of libraries. These were followed by children aged 0-11 years (20%) who also saw lack of training as a limiting factor in the use of library resources. A few (4%) of those aged 51+ years complained of lack of training as hampering their use of the library.

70 Frequency of use of computers Users were asked to indicate the frequency with which they used the computers. Figure 23 below gives the results. Figure 23: Frequency of use of public computers Many users 51% (77) indicated that they used the computer on weekly basis. Many of these were respondents of primary (19%), high school (45%) and university/college (17%) education levels as shown in Figure 23. They also registered their regular visits to the library. Among them, are youth aged years who comprised 75% with children (0-11 years) making up 14% of the respondents. More users in this category also indicated that they used the computer 1 hour per week 57% (83). While a small percentage of them indicated using it for 6+ hours. Those who indicated that they used the public computer on a daily basis were mainly the years old. This group (100%) also rated their use at 6+ hours per week and mostly used the Internet. Among this group of years, were those with upper secondary education level 40% (4), university/college education level 40% (4), the lower secondary education level 10 % (1) and post-secondary vocational/trade school 10% (1). Slightly more adults of years registered for rare visits (15 %) together with the 51+ (16%). The monthly visits also attracted the age group of 51+ years (21%) than the years (9%) and the 0-11 years (5%). Those who used the computers rarely spent between 2-6 hours of use per week, for example, the highest number of hours among the 0-11 years old was 1 hour per week; for the years (1 hour per week), for the year olds was also 1 hour per week and 51+ years too.

71 Use of the Internet in the library Primary use ing emerged as the most used function of the Internet 53% (79), followed by basic computer applications like word processing, spreadsheet 45% (67) and accessing information on business or work opportunities 42% (62). More of the years (83%) than the 0-11 years old (33%), the years (54%), and 51 + years (56%) used . The years old who identified themselves as coming to the library to use basic computer applications and among these were those with post-secondary/vocational education (63%) followed by those in high school education (45%). Children (0-11 years) were not represented in this type of use. Many of the unemployed primarily used the Internet for business or work opportunities (44%). The word processing and spreadsheet functions were mostly used by respondents with high school education (40%), college/university level (24%) and users with no formal schooling registering no usage of word processing and spreadsheet functions Perceived usefulness of computers Users were asked to rate statements indicating the potential and/or felt use of computers in their lives. The following findings emerged. Most users viewed computers as gadgets that could help or have helped them improve the quality of work. The majority of users (97%) said computers were helping them improve their quality of work. Among users who strongly agreed that computers were positively impacting their life were the employed (73%), students (67%) and the unemployed (64%). Also, a significant percentage (96%) indicated that computers could help them do work fast. Most of the users generally strongly agreed, especially with a background of no formal schooling strongly agreeing (100%). Respondents with high school background constituted users who least strongly agreed (69%).

72 49 Furthermore, computers were said to play key role in facilitating collaborative work (94%). The 51+ years age group had the highest percentage (71%) of users who strongly agreed that computers facilitated collaborative work and the years old constituting users who least agreed (51%). The type of work cited included the use of Internet for communication (Skype, and Facebook). During the field trips, researchers observed some people using these communication functions. For example an elderly man who used Skype to communicate with his daughter overseas. An elder skyping at Ramokgonami community library This picture was taken in Ramokgonami community library where some library users said they were already experiencing advantages of faster visually interactive computer based telephony. The elderly man was pictured using the computer based telephone facility at Ramokgonami community library. He said computers had impacted his life profoundly as he was able to regularly talk eye to eye with friends and relatives abroad at no cost. As cases and stories indicate, the Internet was very helpful in the lives of users. Others pointed to its use in helping them access most of the information they needed (92%). However, some very few users were not interested in learning more about computers (15%). Those who mostly strongly agreed that they were not interested in learning more about computers were mainly those aged (12-29 years) with some basic computer knowledge to enable them perform most everyday computer tasks (61%). Also, 21% of the children aged 0-11 years strongly said they were not interested and went to the library mostly to play games.

73 How computers impacted users Furthermore, users were asked to explain what they could do now as a result of having used the computers and Internet and Figure 24 sheds light on their responses. Figure 24: Change brought by computers/internet A total of 217 (60%) of users said they had benefited from the use of computers. Computers had been used by 78% of users in branch libraries compared to 14% of those in the VRRs and 8% of those using community libraries. Further analysis indicated that library users aged years (79%) were benefiting more as compared to other groups, children of 0-11 (7%), the year olds (9%) as well as the 50+ years old (5%) Benefits of using of library When users were asked to indicate if they felt they gained social and economic benefits through the use of computers, the majority of them affirmed as indicated below. Perceived socio-economic benefits A total of 404 users (76%) believed that libraries could contribute significantly towards their socio-economic gains while 10% (54) did not and 14% (75) did not know. Most of these users were the years old who had managed to use libraries to secure admission in colleges and universities (73%) and those who had read books with useful information that made a difference to their lives. For example, 20% of them felt they gained social recognition while 10% of them were able to further their studies and 9% got employed. Libraries that made some positive impact to the socio-economic lives had computers and Internet as indicated in some case stories like

74 51 Ramokgonami, Tsabong and Sefhare. Thus, 44% (176) of users felt they were now more knowledgeable and well informed and the quality of their work (97%) had improved. About 53% of them said they used s and this had also helped them to work collaboratively. A total of 73 (14%) library users did not know that libraries could impact their socio-economic lives. These included 16% of those aged 51+ years. Most of those who did not know the impact technology could make to their lives had never got the opportunity to use computers and Internet (68%). Some of them were those who complained about time limit for use (38%), lack of training (28%) and unreliable Internet (26%) Improvement of personal lives A total of 492 users (92%) felt that libraries played a key role in the improvement of their lives. Mostly, these were the years old who had managed to gain entry to colleges through the use of computers/internet (78%) and those who had used library resources like books to improve their lives. Figure 25: Improvement of personal lives In all, 34% (161) of the users said they were now more knowledgeable and well informed through the use of libraries and 22% (103) saying their literacy level had improved. About 21% (98) said they were able to access updated information. These were mainly respondents with high school education level, (48%), undergraduate level (15%), primary school level (14%) and junior education level (14%).

75 52 When asked to explain what they could do that they would not do before the exposure to computers, the majority indicated that they could now use information and communication tools 60% (217), search and retrieve information (93, 26%) Community improvement through libraries In responding to a question which asked for their opinions regarding the role of libraries in their communities, the responses were as follows; A total of 431 library users (81%) said libraries could play a key role in the improvement of their communities. These were especially those in branch libraries (77%) as compared to community libraries (8%) and as VRRs (14%). Some respondents said libraries could be used to organise and disseminate community information (41%). Some were satisfied with the availability of culture related contents in the libraries (41%) and these were mainly the years whose main goal for using the libraries was reading (61%). Figure 26: Ways in which libraries impact communities A total of 136 (32%) of the users who felt that libraries could play a key role in the improvement of their communities said libraries could make community members more knowledgeable as they could access information on business; government services; and job-related issues. Users believed that libraries could play a key role in helping

76 53 communities reduce crime by keeping people busy 18% (76). Among those who saw libraries as places to engage people meaningfully were youth of years (84%). However, there were some users who felt that the communities were less informed about the libraries (17%) and as such they could not play a key role in improving communities Contribution of libraries to culture Figure 27: Libraries and culture When asked about the contribution of libraries in the preservation of cultures, 59% (314) of the users were positive that libraries did play a role or could while 23% (120) of them did not know and only 18% (97) felt libraries did not help to preserve culture. Those who agreed that libraries played a key role mentioned a number of areas where libraries played or could play a key role. These are indicated in the Figure 27. Many users felt that books on Botswana culture should be available in the libraries, 58% (161). Among these were those aged years who said their main goal for visiting the libraries was reading. Also, some youth (12-29 years)who had been part of cultural activities organised at the library felt libraries would be key in community improvement if more cultural activities could be organized, 10% (27). The 49% of the users (79) who said libraries did not play a key role in the preservation of culture said so mainly because they felt materials on culture were not enough in the libraries. Most of these were aged years (82%) and 0-11 (75%) when compared to 50% for those years and 51+.

77 Knowledge of Sesigo Project Part of the library user survey sought to establish library users knowledge and understanding of the Sesigo Project. A total of 438 (83%) of the library users had not heard of the Sesigo project. Among the 17% (92) users who had heard about Sesigo project were those aged 51+ years (26%), years (23%) and years (17%) and these were mostly found in the branch libraries in towns and urban villages. When asked to describe what Sesigo project was, it was described in different manner as indicated in Figure 28. Figure 28: Understanding of Sesigo project The majority of those who said they had heard about it described it as a library project, 64% (52). They said it was a library project as most of them first heard about it from a librarian, 27% (22). Still, others who described it as a library project did so because they were aware that they used computers provided through this project. About 21% (17) viewed it as an educational project. Most of these users were students (65%) who used the library resources mainly for educational purposes. Other users held different perceptions, for example, they said it was a health project 7% (6); an environmental project 5% (4) and a school lunch programme 2% (2) as Figure 28 indicates.

78 55 When asked about how they first learned about the Sesigo project, library users responses were varied as indicated in Figure 29. Figure 29: First source of knowledge of Sesigo project A total of 22 (27%) library users learned about the Sesigo project from the library. A majority of these were users of branch libraries (59%), followed by community libraries (27%), then VRRs (14%). A good number of the library users got to know about the Sesigo project through newspapers, 17% (14) and its launching, 16% (13). The users who learnt about Sesigo project through the launches were mostly those found in the branch libraries (92%). The radio and the Sesigo project team attracted each 12% (10) of users. Most of the users who heard from the Sesigo project team were the students (60%), employed (20%) and the unemployed (20%). None of the retired users heard about Sesigo project from the Sesigo project team Additional views/information Library users were asked to portray other opinions with regard to their use of the libraries. Views differed as presented in Figure 30.

79 56 Figure 30: Other relevant opinions from library users A total of 46 (43%) library users said they needed more computers and related accessories. Most of these users were the years old (65%) who complained of limited time of computer use in the libraries. Some of them were children (20%) who also indicated that their use of the computers was restricted or limited by time and inadequacy of the computers. Also, the years old who used libraries to apply for admission and sponsorship indicated the need for more computers in the libraries as well as those who went to the library to look for employment and business opportunities. Almost an equal number of users felt the need for improved service by the librarians 18% (19) and better libraries 17% (18). Those who indicated the need for a better service of librarians included users who went to the library and always got the assistance they needed as well as those who felt the assistance was not helpful (68%). As for those who felt they needed better libraries, they were mostly users of branch libraries (72%) followed by VRRs (22%), then community libraries (6%) as shown in table g (Appendix 13). Also some people who indicated that libraries did not have the relevant materials they needed suggested the need for their improvement.

80 57 CHAPTER 4: GENERAL POPULATION This chapter presents the results of the survey of the general population. The general population refers to members of the community who were found at various local public places other than libraries like streets, schools, bus stops and public events. Respondents were picked randomly, one in every five, whilst taking into account factors of gender, age and location. They are presented mainly in regard to their experiences and perceptions of the current use of libraries like availability of resources needed, primary use and their preparedness to use the library and other resources as well as perception on libraries impact on the communities. A total of 1054 respondents participated in the general population survey. The key findings relating to the library users are presented according to the five areas of investigation (themes) indicated below. Primary uses of the libraries Participation in activities in the libraries Perceptions and uses of public access technology; General perceptions about impact of libraries to the community Awareness and knowledge of Sesigo project. Other factors including availability of resources needed, user training and the nature of use of computers were explored Demographics of General population Age The ages of respondents ranged from under 11 years to 50 and above. A graphic representation of this age mix is illustrated in Figure 31.

81 58 Figure 31: Age groups A total of 451 (43%) members of the general population were aged 12-29, 29% (306) were those aged and 19% (193) were children 0-11 years old. Only 9% (96) were aged 51+. Most of the respondents years were surveyed in schools as well as the 0-11 years old as permission to interview them was obtained from teachers as their guardians. The 9% who were aged 51+ years were mostly found around the Kgotla premises. Furthermore, the predominant age group (12-29 years) comprised mainly secondary school students being lower secondary education (28%) and upper secondary education (28%). The under 0-11 years old group comprised students mainly at primary education level. The 51+ years comprised of the employed (38%) with university/ college education (36%). The years age group consisted mainly of the employed (71%) with university education (29%) and lower secondary education (27%) Gender, Employment status and Educational Background Marginally, more females, 53% (555) than males, 47% (499) participated in the survey of the general population and the figures show other important characteristics of the respondents. Figure 32: Employment status Those who indicated their status as employed were 45% of adult females aged between years. These also had lower secondary education. Males constituted 51% of the employed and they also had lower secondary school education

82 59 Figure 33: Level of education Primary school level education was dominant with 29% (304). Next was lower secondary school with 23% (238) followed by upper secondary school with 18% (188) and those with postsecondary attracted 10% (107). Furthermore, those with the highest level of education (colleges/universities) comprised 16% and the least was postgraduate making 1%. As the Figure 33 illustrates, the general population s academic background profile indicated that the majority of respondents had primary education level and few with secondary and university Primary language of communication As indicated in the graph below, different languages were cited as primary languages of communication. Figure 34: Primary language of communication Setswana was seen by a great majority 83% (841) of the general population as their primary language of communication. A total of 146 (14%) who cited English as their primary language comprised mainly the years old (40%) with university/college education (33%) in urban villages/towns.

83 60 On average, other local languages like Sesarwa, Setebele, Xhosa and Sesubia were considered primary by less than 1% of the total number of respondents. Further analysis indicated that those preferring vernacular language as a language other than English, were from Kgatleng, South East, Kgalagadi and North West districts Use of the library resources To assess the extent to which members of the general population were aware of the libraries and its resources, respondents were asked direct questions regarding, amongst other things, the physical location of the library, the frequency of their visits and their primary uses of the library including their participation in activities held at the libraries Nearest library and frequency of visits When respondents were asked if they knew where the nearest library was, 82% (854) of respondents knew where it was located, while 18% (190) did not. Of those who knew where the local library was located, 65% (555) said they had visited the library at one time or another. Figure 35: Frequency of visits Those who visited the library indicated the frequency of their visits as follows; 48% (270) visited on weekly basis and these were mainly those aged years, 12 % went daily and these were mainly those aged 0-11 years who mainly went there to play games and also those aged years (55%) who used the libraries for school and Internet to apply for admission in local and international schools. Of the 23% (128) of the general population who visited the libraries monthly, were those aged years, 46% (59) and the years, 32% (41). The 0-11 years age group comprised 16% (20) and the 51+ years age group 6% (8) of those who visited monthly.

84 Primary use of the libraries The general population who visited the libraries did so for various primary reasons as indicated in Table 14. Table 14: Respondents primary uses for the library My primary use of a library or VRR when I visit it is: Yes Frequency Percent Reading: newspapers, magazines, books Borrow books Use library resources for education Ask the librarian a question Access information on health Access information on business or work opportunities Access educational information Access government information and services Access information on culture or language Access information on agriculture Attend adult education training 81 8 Attend literacy training 85 8 Use computers and Internet Attend training on computers and Internet As the table indicates, 86% (899) of respondents considered reading newspapers, magazines and books as their primary use of the library. Borrowing books from the library was considered the next most important primary use by 69% (725) even though only 27% of respondents had library membership. Of those with membership, the majority (53%) were women aged years who had university/college education and were employed (49%). Other primary uses making the top six included the use of library resources for education, 49% (507), use of computers and Internet, 30% (315), accessing information on business or work opportunities, 26% (275), and accessing educational information, 18% (184). Table 15 indicates the primary use of the top six library resources by age. It shows that all the age groups used library resources. In particular, they went there for reading of newspapers, for borrowing books, using resources for education, using computers and Internet, accessing information on business and work opportunities and education information (distance learning).

85 62 The table that follows summarises six top primary uses of library by age groups Table 15: Primary uses of libraries by age Age Reading group (years) % (164) Primary Use of Top 6 Library/VRR Resources by Age Borrow Use Computer Access information on Access books resources /internet use business or work information for education opportunities learning) 65% 50% (95) 29% (56) 7% (13) 4% (8) (125) educational (distance % (391) 69% (311) 51% (228) 32% (143) 26% (116) 20% (91) % (259) 74% (224) 52% (158) 33% (99) 40% (121) 24% (72) % (80) 65% (62) 25% (24) 16% (15) 23% (22) 13% (12) Regarding primary use of library resources in relation to employment and /or student status, further analysis in Table 16 reveals that the majority of employed respondents prioritised reading newspapers, magazines, books as their primary use. The unemployed also indicated a similar trend just like the majority of student-respondents.

86 63 Table 16: Primary uses of libraries by employment Primary Use of Top 6 Library/VRR Resources by Employment Status Primary Use Employed Unemployed Retired Student Read newspapers /magazines/books 85 % (330) 87% (173) 94% (44) 86 % (344) Borrow Books 69 % (269) 69% (137) 67% (132) 71% (283) Use resources for education 50% (192) 35% (69) 31% (15) 56% (224) Computer/Internet use 33% (127) 23% (45) 15% (7) 34% (134) Access information or business and work opportunities 36% (141) 34% (68) 17% (8) 13% (53) Access educational information (distance learning) 26% (99) 16% (32) 17% (8) 11% (44) Further analysis revealed that out of those who considered reading newspapers, magazines and books as their primary use of the library, 39% (344) were students, 37% (330) employed, 19% (173) unemployed and 5% (44) were retired. A total of 256 (29%) respondents were of primary education level, 23% (200) lower secondary level, 18% (163) upper secondary education level and university/college education level, 16% (145). Similar trends were exhibited among those who prioritised borrowing books or using computer/internet with higher values among students and pupils with primary education level. The findings indicated that a very small number of respondents participated in activities in the local library. As Table 17 indicates, the highest level of public participation in such activities was 15% (154) who attended educational events, 13% (131) attended homework assistance

87 64 activities and 9% (94) attended public meetings. Attendance of cultural events at libraries rated lowest 1% (7) in a long list of seventeen (17) possible activities. Table 17: Activities respondents participated in Have you (or your children) participated in any of Yes the following activities in your library or VRR: Frequency Percentage Public meetings 94 9 Educational events Health events 81 8 Small business support events 49 5 Story telling 67 7 Youth computer training 59 6 Adult computer training 39 4 Music, dance and rhymes 58 6 Arts and crafts activities 55 5 Activities for the unemployed 24 2 Reading club 88 9 Homework assistance Lifeline outreach groups 25 2 Health talks 59 6 BTV youth talks (silent shout) 21 2 Open discussions (e.g. law, history) 36 4 Cultural events day 7 1

88 65 Table 18: Participation by age Participation in Top 3 Activities in the Library/VRR by Age Age group (years) Educational Events Homework Assistance Public Meetings % (19) 10% (19) 1% (2) % (76) 16% (69) 8% (35) % (46) 13% (39) 14% (43) % (13) 4% (4) 15% (14) Table 18 indicates that educational events and homework assistance attracted attendance by respondents of all ages. In general, those aged years participated more in educational events and homework assistance activities taking place at the local library. The 0-11 years age group preferred participating in similar activities. The years age group participated almost equally in all the top three activities. Those aged 51+ years mainly participated in educational events and public meetings at the local library. Table 19: Participation by employment status Activity Participation in Top 3 Activities of Library by Employment/Student Status Employed Unemployed Retired Student Educational Event 16% (62) 11% (21) 13% (6) 16 % (63) Homework help 11 % (43) 9% (18) 11% (5) 16% (65) Public Meetings 14% (54) 9% (17) 15% (7) 4% (16)

89 66 Table 19 shows that educational events held in libraries for the public were attended mostly by the employed and students. Homework assistance activities involved mainly students. Public meetings on the other hand attracted the participation of largely the employed. Further analysis indicated that educational events were dominated by upper secondary (23%) and university/college (22%) graduates; generally females (55%); and urban based. Homework assistance activities were mainly attended by those with upper secondary education (27%); half of them females and from urban villages/towns. Public meetings on the other hand were mainly attended by 50% of either genders, mostly with university/college education (29%) and urban based Possible Limiting Factors A majority of respondents (68%) in the general population survey identified distance from the library as a possible major factor that could limit access and use of libraries by members of the public. Closely related was that 32% of them found it hard to get to the library. Lack of awareness of the existence of the library by the general population was prioritised by 54% as a possible limiting factor. Convenience of the library opening hours was also seen by a significant number of respondents (45%) as yet another possible limiting factor. Issues about the library service as a whole (30%) and attitudes of library staff towards users (29%) were seen as possible challenges that could limit access and use of libraries by members of the general population. Table 20: Factors limiting access and use What do you think are the possible factors that Yes can limit access and use of libraries and VRRs: Count Percent Awareness of their existence Distance to the library Inadequate library funding Inadequate library staff Inadequate library resources

90 67 Hard to get to the library or VRR Library service as a whole Arrangement of materials in the library Arrangement of furniture and equipment in the library Provision of computers and Internet Community activities and engagement Library opening hours Attitude of the library staff toward users Service of the library staff to users Provision of access to cultural materials 65 6 Training of users in the library use skills Upon further analysis, it was also realised that the majority of those who saw distance from the library and/or hard to get there as possible limiting factors, were mainly in the age group of years and were located in urban areas. Table 21 illustrates which groups by age, student, employment status and urban/rural location were predominant in choice of the respective top six possible factors that could limit access and use of libraries by the general population. Table 21: Limiting factors by respondents demographics Limiting factors Age Student Employed Unemployed 1.Distance yrs 41% 36% 19% 2.Awareness yrs 37% 38% 20% 3. Opening Hours yrs 38% 40% 18% 4.Getting there yrs 42% 35% 21% 5. Library Service yrs 34% 37% 23% 6.Staff Attitude yrs 34% 39% 20%

91 Computer and Internet Use Ownership and use of computers and Internet A great majority of members of the general population, 74% (768) did not own computers. Nonetheless, 61% of them indicated that they used computers at various places such as home, work, school, Internet cafes, library and friend`s place. Among those who said they used computers were those who indicated that they at times visited the libraries (72%). Most of the respondents with high school education level (81%), undergraduate level (90%) and graduate level (100%) had used computers too. Children were in the minority (16%) regarding the use of computers as compared to the year age group (49%). When asked to rank the top three in order of place of use, for their No.1 place of use, 36% chose home, 26% workplace, and 20% school. Figure 36: First place of choice for computer use Figure 36 indicates the ratings for number 1 choice of place for computer use. Those who chose home as the number one place of use of computers were 49 (50%) of 0-11 years old, and 47% (17) of the 51+ years. A total of 88 (49%) of those aged years selected workplace as their number one choice of place of use of the computer. Furthermore, among the same age group of years, 91% (79) were employed, 5% (4) unemployed, 2% (2) retired and 2% (2) students. The same places were ranked for number 2 and number 3 choice of place of computer use and the result indicates that for No.2 place of use, 32% (104) chose the Internet café, 24% (76) the workplace and 19% (61) home. For No.3 place of use 38% (58) said the library, 23% (36) the Internet café and14% (22) home.

92 69 Further analysis indicated that those who used the computer primarily from home, work and Internet cafe were aged years. The library as first place of choice for computer use was considered by 50% (22) of respondents aged years, 36% (16) of those aged 0-11 years, and by 14% (6) of those aged years. None of the respondents aged 51+ years chose library as their first place choice for computer use, rather they chose home, 47% (17), work, 42% (15) and Internet café, 11% (4) The use of Internet A total of 436 respondents (65%) said they used Internet and 35% (239) did not. When respondents were asked to rank the two top places of choice for Internet use, the result were as indicated in Figure 37.

93 70 Figure 37: First place of choice for Internet use A total of 167 (36%) respondents cited workplace as their first place of choice for Internet use, 25% (116) home and 22% (100) Internet café. Furthermore, respondents were asked to indicate their second place of use of Internet, choosing from the same locations as when ranking the number one place. The results indicated the top three being; Internet café 36% (93), workplace 33% (85), and Kitsong centres 0.4% (1). For No.3 place of use, the outcome was 29% (38) workplace, 20% (27) library and 18% (24) home. The library was not ranked among the top two places of computer use. Only 3% (12) and 9% (22) considered the library their first and second choice respectively for place of use. The library was however ranked No.1 place of use as third place of choice mostly by the age groups of years (50%) and years (33%). In relation to employment status, 47% were employed, 9% unemployed and 43% students. The library was not ranked among the top two places of Internet use. Only 3% and 9% considered the library their first and second choice respectively for place of Internet use. The library was however ranked No.2 place of use as third place of choice mostly by males (52%), years age group (63%), students (52%), university/college graduates (41%), by those from the South East district (41%). Further analysis indicated that those who used the Internet primarily from home, work and Internet cafe were as indicated in Table 22.

94 71 Table 22: Internet use by demographics 1 st place of choice for Internet use Age group Employment status Highest level of education completed 1.Work yrs Employed (74%) University/college (36%) 2.Home yrs Employed (46%) University/college (32%) 3.Internet Cafe yrs Unemployed (27%) Upper secondary (29%) 4.Library yrs Employed (33%) Primary education (42%) The top three primary uses for Internet were identified as , 68% (322); meeting people on line, 29% (139); Internet telephony, instant messaging; and basic computer applications tutorials were joint third, 28% (132), respectively. Table 23 gives an overview of the ratings. Table 23: Primary use of Internet If you use the Internet, what is your primary use: Yes Frequency Percentage Other communication tools like Internet telephony, instant messaging & social networking Basic computer applications like word processing, spreadsheets, & presentations Meet people online Access to online news Children's education (homework, research, etc) Access information on health Access information on business or work opportunities Access to entertainment materials (such as movies, music, games) The groups that were predominant in the use of Internet for , social networking and Internet telephony were on average characterised by the dominance of the age group years. In use of the Internet for , students at 29% came second to the employed (53%) and mostly used

95 72 by those with university/college education (36%). This was the same trend with telephony and meeting people online. A greater majority of respondents from these age groups who used the Internet said they also used (68%), Internet telephony (28%) and meeting people online (29%) Formal training in computer and Internet use Formal training The general population was asked if they had been trained in computer and Internet use. The section below captures their responses. Formal training received The majority of respondents, 54% (558) had no formal training on computer and Internet use. Of the 46% (469) who had formal training, only 11 % (53) received their training in libraries whereas the greater majority received training elsewhere, 89% (416). Most of those trained in libraries were students (56%) in the age range of years. They were predominantly of graduate education level (40%). They also mostly came from the Central and South East districts. Area of training The computer training offered was mainly in basic computer use, 55% (254), advanced computer use, 37% (162) and finding information, 32% (143). A total of 382 (79%) of those who received training either in libraries or elsewhere answered affirmatively that they had learned what they had hoped to learn. Learning expectations A majority of respondents, 79% (382) said they learned what they had hoped to learn during training compared to 21% (102) who said they did not.

96 73 Figure 38: Factors that inhibit application of training shown in Figure 38. Those whose expectations were not met constituted only 21% of the respondents. The gaps that were pointed out included the following; lack of time, 18% (18), teachers teaching very fast, 16% (16), lack of some computer programs, 14% (14), and lack of practice thus losing computer skills, 13% (13) as Experiences and Perceptions Overall, there was a strong positive impression that libraries played a critical role in the development of both the individual and the community. A total of 883 members of the general population (84%) believed people could gain social or economic benefits through the use of the library. The majority of them, 53% (450) said they saw libraries being informative, educative, and improving general knowledge. Libraries roles in community improvement A total of 827 members of the general population (79%) believed libraries played a key role in the improvement of the community, 10% (101) did not, 12% (125) did not know while 0.1% (1) did not respond. Asked to elaborate on how libraries were playing a role in the improvement of the community, the majority of respondents, 63% (500) said libraries were informative, educative and could improve community`s general knowledge. This was followed by 11% (85) who believed libraries could help reduce idleness and crime by keeping people busy. Only 6% (48) saw free access to

97 74 library resources as a factor in making the library play a key role in improvement of the community. Furthermore, respondents were asked to indicate ways in which libraries could be helpful in the improvement of communities. Figure 39 presents the findings derived from the open-ended questions. Figure 39: Ways in which libraries effect improvement of the community Many respondents believed that libraries could play a key role in community improvement. They believed libraries could inform and educate communities by improving general knowledge, 53%. This was the highest ranked function followed by their role in improved literacy levels for higher productivity (15%). Other functions attracted low numbers as indicated in Figure 39. Of the 53% who said libraries are informative, educative and could improve general knowledge, 44% were years old, followed closely by those years (30%) then the 0-11 years old (17%). For the very few, 4% (43) who said people could not gain any social or economic benefit from using the library, the majority (51%) raised related issues of lack of information about the importance of the libraries as well as lack of public interest in library services. The remaining 49

98 75 % did not give specific reasons why they believed libraries are of no help to society. The other minority (10%) who said libraries were not playing a role in the improvement of the community cited relevance and availability of reading materials (37%), lack of public awareness of resources available in the library (23%), and the community`s lack of a reading culture (21%) as the reasons Libraries and their promotion of the culture A total of 701(67%) members of the general population surveyed agreed that libraries could contribute to the preservation and promotion of Botswana culture mainly by promoting reading of cultural material, 48% (329), archiving historical and cultural information, 23% (157) and displaying cultural items and pictures, 20% (138). However, 12% (127) did not believe libraries could contribute to the preservation and promotion of Botswana culture and the other 21% (221) did not know. Figure 40: Ways in which libraries promote culture Some members of the general population (48%) believed libraries could contribute to the preservation and promotion of culture by educating and promoting reading of cultural materials. In addition, others felt libraries contributions could be directed to helping communities archive historical and cultural information. The display of cultural items and pictures in the library was also seen as an apt way of positioning libraries to promote and preserve culture. It will be noted though that only 4% (42) of the members of the general population prioritized participating in cultural activities as their primary purpose for visiting the library whilst 0.7%

99 76 said they (or their children) participated in cultural events in the library. Furthermore, the library was cited as a major source of information on culture by 14% of the general population as the fourth choice behind relatives, friends and teachers. Further analysis was done to establish the reasons for believing that libraries were not contributing to the preservation of culture. Figure 41: Reasons for lack of contribution of libraries to preservation and promotion of culture Figure 41 was derived from the open-ended questions. As it indicates, the main reason for respondents believing that libraries could not contribute to the preservation of culture was because of insufficient reading materials on culture in libraries, 48% (54). Others felt that libraries did not display cultural items, 20% (23). About the same number, 20% (22) said promotion and preservation of culture could only be done in museums. Those who answered no were generally aged years (49%), and were also students (41%) of high school background (26%).

100 General perceptions on the use of public access to technology Perceptions on computers Overall, there was a very strong positive impression regarding the benefits and value associated with the use of public access technology as indicated in Table 24. Table 24: Agreement scores regarding perceptions and use of public access technology Statement 1. Computers make it easier to work collaboratively 2. Computers can help do work faster 3. Computers help me improve the quality of work 4.The Internet helps me access most of the information I need 5. The library staff are professional and helpful 6. Internet is a bad influence, addictive and time wasting 7. Am not interested in learning more about computers Don t Know Strongly disagree (%) Disagree (%) Agree (%) Strongly agree (%) Agreement score (Agree + Strongly Agree) (%) Generally, 63% (632) who used computers agreed strongly that computers made it easier to work collaboratively, they helped do work faster and improved quality of work. In addition, they also strongly believed that Internet enabled them access most of the information they needed and thus librarians were generally helpful. Some members of the general population (31%) said Internet was a bad influence, addictive and time wasting and others were not interested in learning more about computers (6%). However, a total 683 members of the general population strongly agreed that Computers can help to do the work faster.

101 Primary source of information Primary source of information on culture The majority of the general population 76% (775) indicated that they had access to Botswana cultural related content with 16% (42) accessing it frequently, 74% (196) sometimes, 11% (28) rarely. A total of 323 (42%) members of the general population who had access to Botswana related cultural content were aged years, followed by years, 29% (226) then children aged 0-11 years, 19% (145). Only 10% (77) of adults aged 51+ years attested to accessing Botswana cultural related content in the library Primary source of information on agriculture Members of the general population were asked to identify their primary source of information on agriculture. The following results emerged. Figure 42: Primary source of information on agriculture The majority of the respondents identified their top three (3) primary sources of information on agriculture as teachers 33% (329), government offices 19% (196), and library 11% (110). Respondents with primary education level 51% (164) selected teachers as their primary source of information on agriculture together with 22% (70) of those with lower secondary/junior education level. Government offices were ranked second mainly by the employed 50% (98), followed distantly by the unemployed 29% (56) then 12% (23) of the students. Only 10% (19) of the retired cited government offices as their primary source of

102 79 information on agriculture. The library ranked third as primary source was selected mostly by university/college education level 29% (32) and those with upper secondary education level 25% (27) Primary source of information on health For most of the general population, the primary source of information on health was the hospital/clinic 67% (679). The other sources are as indicated in the Figure 43. Figure 43: Primary source of information on health education and 19% had high school education level. The top three (3) primary sources of information on health were hospital/clinic, 67% (679); teachers, 12% (119) and friends, 5% (46). The library was among the lowest selected by only 3% (30 respondents). Of those who cited hospital/clinic as their primary source of information on health, 26% had primary education level while 26% were junior secondary

103 Primary source of information on Education Figure 44: Primary source of information on education The top three primary sources of information on education were teachers, 41% (412), library, 13% (128) and government offices, 11% (111). Further analysis of those who cited teachers indicated that 49% (199) were of primary education level followed by 22% (88) lower secondary education/junior school level, then 14% (57) upper secondary education level, 7% (28) university/college education level, 7% (27), post-secondary vocational/trade school education level and 1% (5) with no formal schooling. Only 1% (2) of those with postgraduate level used teachers as their primary source of information. A total of 274 respondents (68%) who cited teachers as their primary source of information on education were students. This was followed by the employed 18% (24) and unemployed 13% (52). Only 2% (6) of the retired respondents cited teachers as their primary source of information on education.

104 Primary source of information on Culture Figure 45: Primary source of information on culture The top three primary sources of information on culture were teachers, 18% (180), friends, 16% (159), and family/relatives, 15% (147). The library came fourth with 14% (138). The trend that emerged was that those who chose teachers as primary source were students (62%) primary, (15%) junior secondary and (14%) senior secondary. Mostly, the years old (53%) were the ones who got some important information on culture from friends. In addition to this age group, some years old (23%) also used friends for this type of information.

105 Primary source of information on business Figure 46: Primary source of information on business The top three primary sources of information on business were friends, 21% (214), government offices, 21% (206) and teachers, 17% (170). The library was among lowest with 7% (73). For those who accessed information on business mainly through computers, the majority were years old (51%) especially who were employed (58%), followed by students (31%), then the unemployed and retired (6% each). Also, adults (30 50 years) as opposed to the 51+ seemed to rely on computers for information on business. Friends were also favoured by the years old (44%) especially those who were still students and the unemployed. Users who were also students (90%) saw teachers as their number one source, with primary students ranking highest (65%) and postgraduate ranking low (1%) among those students who saw teachers as primary sources of information on business.

106 Primary source of information on government services Figure 47: Primary source of information on government services Figure 47 indicates that many respondents 52% (520) perceived government officers as the primary source of information on government services. Many of them were those aged years (43%) in towns and urban villages while a small number of this group was in rural areas. All employed respondents who answered this question (41%) also viewed the government offices as the primary source of information on government services. Teachers were cited by 15% (147) of users as their primary source of information on government services while library ranked three with 6% (63). Overall, the library did not do very well as a primary source of information across the six key sectors dealing with topics that affect respondents quality of life. The library made it to the top three in only three sectors, once as No.2 and twice as No. 3. In Education, the library was a distant second place (13%) to teachers, (41%) in Agriculture, the library was third place (11%) behind government offices (19%) and teachers (33%); and in Government Services, the library was third place (6%) far behind teachers (15%) and government offices (52%). The library thus was selected as the primary source by the employed

107 84 for the following information: Education (52%), Agriculture (51%), Business (47%) and, government services Knowledge and Awareness of Sesigo Project Knowledge of Sesigo project Regarding whether the respondents had ever heard of Sesigo, 86% (889) had never heard of Sesigo Project, with only 14% (148) saying they had heard of it. Of those who had ever heard of Sesigo project, 45% attested to visiting the library on a weekly basis, while 24% visited monthly. Another 19% rarely visited. However, 44% said they knew a place where they could use computers for free. Free public access to computers was offered only through some libraries under the Sesigo Project. Figure 48: Understanding of Sesigo project A great majority, 77 (82%) of those who said they knew Sesigo, correctly identified it as a library project. A total of 56 respondents (48%) first learned about the project from BNLS management. Analysis of this group, showed that they were mostly the employed (61%) followed distantly by students (21%). Only 4% of the retired had heard about Sesigo project from BNLS management as shown in Table f in Appendix 13. The library was ranked second by 20% of the general population as source of first time knowledge about the project. Sesigo project launches, the project team and media were considered as sources of first time knowledge by very few respondents, 9% (10) and 3% (4), respectively.

108 Source of information on Sesigo project Figure 49: First source knowledge about Sesigo project Analysis shows that respondents who had heard of Sesigo project were mostly from Gaborone (46%). Others were from Francistown (6%), Kanye (4%), Serowe (5%), Palapye (4%), Selebi Phikwe (4%) and Thamaga (4%). However, for all the villages, except Sefhare, none of the respondents reported having heard about Sesigo project.

109 86 CHAPTER 5: KGOTLA LEADERS This section gives special attention to community leaders views, use and collaboration with the libraries. It specifically explores the Kgotla s engagement with the libraries, Kgotla leaders knowledge of the Sesigo Project as well as their general views regarding the use of libraries as community resources. The section also presents demographic information of the Kgotla leaders who responded to this survey Respondents demographics Age and gender A total of thirty-eight (38) Kgotla leaders were surveyed, thirty five (35) of them were males and three (3) were females. The age of the respondents differed as Figure 50 indicates. Figure 50: Shows the age groups of the Kgotla leaders A total of twenty-four (24) Kgotla leaders were aged 51 years and above, followed by twelve (12) who were aged between years, then two (2) who were between years. The majority of the leaders aged 51 + years were in the rural places and urban villages. Those leaders aged years were in towns.

110 Educational level Figure 51: Education level More Kgotla leaders had a primary and lower secondary level education; eleven (11) each, respectively, followed by five (5) who were of upper secondary education level, then four (4) of university education level. The four (4) who held university degrees were the young leaders aged years. Most of the Kgotla leaders aged years had lower secondary (junior) education level; five (5) while most who were 51+ years had primary education level; eleven (11). Another four (4) who had no formal schooling were mostly leaders aged 51+ years.

111 Positions held by kgotla leaders Kgotla leaders were asked to indicate their titles or positions and Figure 52 indicates the results. Figure 52: Positions/titles of Kgotla leaders A total of 12 Kgotla leaders Deputy tribal authority Senior sub-tribal authority Deputy director, department of tribal administration surveyed were senior chief representatives, followed by six who were Headmen of arbitration, then five, court Headman of records 4 clerks (presidents) and four Headman of arbitration 6 headmen of records. The Senior clerk assistant Court clerk/president Senior chief representative Sub-chief main chiefs comprised only four of the leaders surveyed. Others included the sub chiefs (three). Chief 4

112 Place of residence Figure 53: Place of residence This Figure indicates the places of residence of Kgotla leaders surveyed in this study. A total of ten Kgotla leaders were resident in the Central district, followed by six each, who were resident in Kweneng and Southern districts respectively, then four in the North West district. Others resided in the following areas, North East (three), Kgalagadi (three), South East (two), Kgatleng (two) and Gantsi (two) Primary language of communication The primary language of communication for all Kgotla leaders is Setswana. All were interviewed in the Setswana language except the Kgotla leader of Jwaneng who preferred to use English during the interview Kgotla engagement with libraries When Kgotla leaders were asked to indicate the frequency with which they used the libraries, their responses were as indicated in Figure 54.

113 Frequency of using the libraries Figure 54: Frequency of engagement with libraries A total of seventeen (17) Kgotla leaders rarely engaged with the library. Most of these leaders (five) were in the central district, three in Kgalagadi district, two in North east district and two in Southern district. The five who indicated that they engaged with the library on a monthly basis were from the districts of Kweneng (two), Central (two) and Kgatleng (one). Kgotla leaders who engaged with the library on weekly basis were from the districts of North West (one) and Southern (one). Kgotla leaders who used the library daily were from the districts of Kweneng (one), Central (one) and North East (one). A high number of those who said they never engaged with libraries were from the districts of Southern (three), North West (two), Kweneng (two), Central (two). Kgatleng and Gantsi districts had one leader each who never engaged with libraries. Those who never engaged with the libraries were mostly aged 51 + years (five) and years (four). Only a small fraction of the Kgotla leaders aged years (two) indicated that they never engaged with the libraries Project with or in the library For those who engaged with the library, only 13 of them have had a project done in the library. Figure 55 reflects the type of projects they engaged in with the libraries.

114 91 Figure 55: Projects done in the library Of the Kgotla leaders who had done a project in the library, three offered their premises to host the library activities while two had helped in the construction or renovation of a library. Most of the library activities that had been hosted in the Kgotla were by VRRs compared to branch and community libraries. The two Kgotla leaders who indicated that they had helped in the construction of libraries referred mostly to the construction of VRRs and community libraries as further analysis showed that these leaders were surveyed in locations with community libraries and VRRs. Another two of the leaders were involved in mobilising the community for computer training lessons in the library. These were all elderly leaders aged 51+ years. There were yet another two leaders who indicated that they were involved in the construction or renovation of the library. The findings indicated that they too were all elderly leaders aged 51+ years. Other projects done by the Kgotla in the library included showcasing the Botswana culture on culture day (Dikgafela) (two), building a structure at the library for meetings and community events (one) and educating youth on the roles of Kgotla and cultural values (one) Type of help Kgotla leaders get from the library Kgotla leaders further indicated the type of help they got from the libraries. These are shown in Table 25.

115 92 Table 25: Help rendered to the Kgotla by the library or VRR Yes Frequency Percentage Supporting your use of facilities 6 55 Searching for required information 4 36 Loaning books 3 27 Having its staff members available to answer questions 5 46 Providing access to computers and Internet 4 36 Providing training on computers and Internet 4 36 Providing a meeting place 7 64 Providing part funding and vehicles 1 9 Table 25 shows that dikgotla were helped by the libraries mostly in two major ways, firstly, by providing a meeting place for seven dikgotla, and, secondly, by offering the use of the library facilities to six dikgotla. Another way in which the dikgotla were helped by the libraries was by having library members available to answer questions for five dikgotla. Using libraries as meeting places for Kgotla leaders was a function found mostly in the Central district (four). It was also observed in a few of the libraries in North West, Kweneng, and Southern districts (one) each. None of the libraries in the North East district provided this function Level of satisfaction with the use of the libraries When asked to indicate their satisfaction level with the services offered to Kgotla by the libraries, the following responses were obtained as indicated in Figure 56.

116 93 Figure 56: Shows satisfaction levels of the Kgotla with library services provided A total of nine Kgotla leaders were very satisfied with the support services provided by the libraries while two were somewhat satisfied. The nine who were very satisfied included those Kgotla leaders who once had a project with or in the libraries, seven. Only one of the Kgotla leaders was neither satisfied nor dissatisfied and this was the one who never engaged with the libraries. Furthermore, asked whether they thought libraries played a key role in the operations of the Kgotla, 22 of them affirmed so while 15 disagreed. Out of the 22 leaders who felt libraries were key in their operations, 12 were those who had engaged with libraries. The areas of operations which were indicated as being impacted by the libraries are indicted in Figure 57.

117 How libraries play a role in the operations of dikgotla Figure 57: Services in which libraries play a key role in the operations of Kgotla Of the 22 Kgotla leaders who felt libraries were key in their operations, six indicated that the libraries played key roles in training and providing dikgotla staff access to computers and Internet. Three pointed out that libraries could empower communities for development through education. Another three Kgotla leaders thought community empowerment could come through the participation of the library staff in dikgotla meetings. Other ways in which the library could play a key role in the operations of the dikgotla are as in Figure 57. However, there were some Kgotla leaders who felt that libraries did not play any key role in their operations. The reasons which led to their perceptions are as indicated below. Figure 58: Reasons for lack of engagement of libraries with Kgotla The majority, 10 of the Kgotla leaders who said the libraries did not play a key role in their operations and services based their opinions on their observation that there was no contact between libraries and dikgotla. Most of the Kgotla leaders indicated that they rarely engaged with the

118 95 libraries, 17 and these were the leaders who did not see libraries as playing any key role in their operations. Two of the Kgotla leaders viewed libraries as providing services for school children and not Kgotla. These were leaders who indicated that they never had any project with the libraries. The other one leader who felt that the library did not play a key role in their operations said so as he felt that libraries lacked the necessary facilities and resources. The one leader who was not sure was the one who was new in his job as Kgosi Awareness of the Sesigo Project Knowledge of Sesigo Project A total of 29 Kgotla leaders did not know what Sesigo project was while only nine said they did. Of the Kgotla leaders who said they knew what Sesigo project was, eight knew it as a library project while one knew it as an education project. Asked to explain their responses, six explained it as a library project because it supplied computers and connected libraries to Internet while the other three said they were less informed to be able to explain Sources of first time knowledge of Sesigo project Figure 59: Knowledge of Sesigo project Figure 59 shows that three of the Kgotla leaders learnt about Sesigo project through BNLS management and two through Sesigo project launches. Others learnt about it through the following channels; ACHAP, one, newspapers, one and Sesigo project team, one.

119 General perceptions about impact of libraries Libraries role in the work of the Kgotla Regarding the importance of libraries in Kgotla activities, 35 Kgotla leaders thought that libraries could play a greater role to support the work of their organisations while the other three did not know. Figure 60: Ways in which libraries can support dikgotla A total of 11 Kgotla leaders felt libraries could improve their operations through research and computer training and 10 thought libraries could provide dikgotla with reference material on community governance and justice. Six leaders felt libraries could help them realise their 2016 goals through non-formal education and distance learning Gaining social and economic benefits through libraries Regarding whether the Kgotla leadership felt people could gain social or economic benefits through use of the library, 37 said yes, while one did not respond.

120 97 Figure 61: Perceptions of Kgotla leaders; libraries and socio-economic benefits Figure 61 shows that 24 of the Kgotla leaders felt people can gain social and economic benefits through the use of libraries as they consider them sources of knowledge and information for community development. Another five thought people could benefit by utilising information on government schemes and programs, while four felt that people could gain through the use of Internet to conduct research for self-development. Other reasons are as indicated in the figure. Libraries and improvement of communities: Opinions of Kgotla leaders. As to whether they felt that libraries play a role in the improvement of the community, 37 of the Kgotla leaders felt so while one did not.

121 98 Figure 62: Ways in which libraries play a key role in improvement of the community. The majority of the Kgotla leaders (22) felt libraries could empower communities with knowledge and information for development, followed by three who felt that library use might reduce crime since people would be kept busy. Another three felt student grades could be improved while yet the other three felt libraries were sources of information on national development schemes and programmes. A few, two felt libraries could play a key role in the improvement of the community by supporting non-formal education and cultivating a reading culture and the other two were of the opinion that Internet allowed benchmarking of community development against best practices. Finally, one thought that reading could enhance societal harmony by nurturing and calming the mind and the other one believed that through research in the libraries, the VDCs could plan better. Those who felt that libraries could not play a key role in the improvement of the community held a perception that libraries only benefit school children and teachers Libraries and the preservation of culture With reference to whether libraries contribute to the promotion and preservation of Botswana culture, 35 of Kgotla leaders felt so while two did not feel so. Only one leader said he did not know.

122 99 Figure 63: Ways in which libraries contribute to culture. A total of 26 Kgotla leaders felt libraries could contribute to the preservation and promotion of Botswana culture by documenting and recording Batswana history and culture. Five felt libraries might contribute through display of cultural material through story telling while another three felt through hosting cultural events regularly, libraries could contribute to the preservation and promotion of Botswana culture. One of the leaders felt libraries could conduct research on Batswana cultures. All those who said that libraries could not contribute to the preservation and promotion of Botswana culture believed that communities did not fully understand the role of the libraries.

123 100 CHAPTER 6: NGO LEADERS This section gives special attention to NGO leaders views, use of and collaboration with the libraries and village reading rooms (VRRs). It specifically deals with possible engagement between NGOs and libraries through collaborative projects as well as during routine operations. Furthermore, the section explores NGOs general perceptions about the impact of libraries including their knowledge of Sesigo project. Content developed by NGOs, methods of its distribution and primary consumers are also highlighted in the section Respondents demographics Locations covered in the study A total of 48 NGOs were surveyed in all the nine districts. Figure 64: NGO distribution by district Most of the NGOs surveyed (13) were located in the South East district followed by Central (11) and North East (six). Kgatleng had only largely because only two locations in that district were part of the study. Many of the targeted locations in Kgatleng were covered during the pilot study phase. Overall, the majority of NGOs in the study were located in major urban centres with 12 of them based in Gaborone alone.

124 Respondents titles/positions The positions of the NGO leaders surveyed are indicated in Figure 65. Figure 65: Titles/positions of NGO leaders A total of 19 NGO leaders who were surveyed in the study were project officers, 12 were coordinators, 11 managers, three executive officers, two directors and one programme adviser. Many of the project officers were located in major villages and towns. The relatively senior ranks of coordinator/manager as well as those in executive leadership were mainly located in major urban centres Language of Communication with clients Setswana was stated by 42 NGO leaders as the primary language of communication between NGOs and their clients with English considered marginal by only six. A greater majority of NGOs using Setswana as the primary language of communication with clients were in the sectors of health (19), education (14) and business (nine). NGOs using English were also in similar sectors Primary Area of Focus A total of 21 NGO leaders considered the health sector as their primary area of focus, followed by those that focused on youth (20), education (16) and economic development (11).

125 102 Figure 66: Focus areas of NGOs The majority of those who selected the top four areas of focus tended to share all categories of people as the main audience(s) targeted by their organisations. On further analysis it was observed that senior ranks of NGOs (directors, managers, executive officers, programme advisers and coordinators) featured predominantly in selecting the top 4 areas of focus like health (12) and economic development with seven. The lower ranks (project officers) on the other hand mainly identified education sector (eight) as their NGO s area of focus. Culture development and promotion were considered primary focus areas by eight NGO leaders. Human rights related sectors including gender, poverty, disability, and religious development scored rather lowly as primary focus areas (1-2). The majority of respondents who prioritised culture and human rights related focus areas were mainly managers (five) and a coordinator Content Development by NGOs Involvement in content development When NGO leaders were asked to indicate the kind of information or content development their organisations were involved in, 33 indicated that they were involved in development of information content that was publicly distributed as written material. Other kind of information or content indicated were development of training material (22), video (14), development of web based content (11), audio content (seven) and printed material (four). It s important to note that these results were computed based on fact that NGOs were involved in the development of more than one kind of publicly distributed information.

126 103 Table 26: Type of material produced Does your organisation produce: Yes Frequency percentage Written material Video Audio 7 19 Training materials Web-based content Prints material 4 11 focusing on health (10). It was revealed that NGOs that focus mainly on the youth (12-29 years old) (19) were predominant in production of written material. Production of training material was also dominated by NGOs focusing on the youth (12) whereas production of video material appeared to be the domain of NGOs NGOs who said they use websites as a medium for development and dissemination of their information content tended to be based in urban areas Main audience for NGO content When asked to specify the main consumers of their information content, 45 NGO leaders answered and the majority of them (25) said they targeted all categories of people. They did not have a specific target group. A modest eight said they targeted youth as their main audience, five targeted children, four targeted the disadvantaged groups, two targeted women and one targeted adults.

127 104 Figure 67: Target audience Overall it was noted that NGOs that prioritised youth as main audience of their organisation`s content were based mainly in the urban areas (five) and produced mainly written material (five). Those targeting children were also mainly urban based (four) and produced written, video, training and web-based materials. Those focusing on the disadvantaged too were mainly urban based (three) and produced mainly written materials. Looking at NGOs that targeted all categories of people, a majority produced mainly written material (22) and 16 of them were urban based NGO engagement with libraries Working with libraries Most NGOs (29) had never worked with libraries in their locality in the development or distribution of their information content. The main reasons cited being lack of formal contact and not being sure how NGOs could work with the library as well as lack of awareness of existence and location of the library. Those that indicated that they had worked with the library (16), only 13 explained their key areas of engagement as using library resources for content development, dissemination of their organisations content through the library and holding internal seminars/workshops at the library, see Figure 68.

128 105 Figure 68: Ways of engaging with libraries The majority of NGOs that engage with libraries were located predominantly in locations with branch libraries in major urban villages and towns (11). Project with libraries Overall, the majority of NGOs (40) answered in the negative when asked whether they had ever done a project in the library. Only eight had ever done a project with the library. Many of these NGOs operated primarily in sectors such as health (six), youth (five) and education (five). They were located mainly in major urban villages/towns serviced by branch libraries. Of those that that had ever done a project with the library, four had all categories of people as their main audience, three had the youth and one targeted the adults. Projects undertaken in the library were in areas such as youth education, researching for NGO use, adult computer training and educational drama on community related issues like HIV/AIDS. Key areas in which NGOs received support from the library included search for required information, cited by all the 48 NGO leaders, use of library facilities, mentioned by 30 NGO leaders, as well as providing meeting place, mentioned by 24 respondents, and computer/internet training and access, cited by 24 respondents.

129 Level of satisfaction with the use of the libraries Figure 69: Satisfaction with library services Overall, the majority of NGOs who had received support from the libraries were very satisfied (six) or somewhat satisfied (10) with library services in support of their work. The very dissatisfied were six and somewhat dissatisfied constituted two. With regard to location, the number of those who were very satisfied with the service of the library in support of their organisation s work was shared equally, three each, among the rural and urban based NGOs. However, those who were very dissatisfied were predominantly in urban villages and towns (four). NGO leaders were also asked whether they provide any form of funding to the local libraries. An overwhelming majority (47) of them indicated that they did not provide any form of funding to libraries. The one who said they did was in the education sector and urban based. Figure 70: Frequency of engagement with local library Only six NGOs that engaged with libraries frequented them daily, 13 visited weekly, three monthly, 10 rarely and 15 never.

130 General Perceptions on Impact of Libraries All NGO respondents expressed a strong positive perception that libraries could play a greater role in support of the work of their organisations. Figure 71: Ways in which libraries can support NGO work The most critical areas needing library support as indicated in Figure 71 were identified as availing more relevant and updated information (15), dissemination of NGO related content (14) such as handouts, videos, exhibition, etc and provision of access to computers and Internet for research (seven). Other areas requiring library support included free computer training for NGO staff and clients (five), catering for people with special needs including the mentally disabled (three) as well as offering programmes for the illiterate (three) Awareness of the Sesigo Project The study revealed a general low level of awareness about the Sesigo project among NGO respondents. Only 15 were aware of the project while a majority (33) did not know about it.

131 108 Respondents who knew Sesigo project were mostly from NGOs that were urban based (11) and mainly focused on education (six), youth (nine) and health (five). With regard to NGO main audience, those that targeted all categories of people were more aware of Sesigo (seven), followed by those targeting the youth (four), disadvantaged groups (three) and adults (one). Figure 72: Knowledge of Sesigo project Among the few who knew about Sesigo project, eight associated the project with the libraries, and further elaborated that the project was intended to install computers and Internet in public libraries. Sesigo project launches were cited by six NGO leaders as the principal source of first time awareness and knowledge of the project followed by television (four). Radio, newspapers, BNLS management, Sesigo project team as well as colleagues were not regarded by many; one each as sources of first time awareness and knowledge of the project. Figure 73: First source of knowledge of Sesigo project Half of NGO leaders that learnt about Sesigo from Sesigo project launches were rural based while those that first learnt about it from television were mainly urban based (three). In terms of focus area NGO leaders that knew Sesigo project from the project launches were mainly those that focused on the