ht. Libr. Rev. (1988) 20, 435-449 Papua New Guinea: Short Courses in Librarianship JOHN EVANS* Papua New Guinea’s library school, housed at the Administrative Col- lege in Waigani has directed most of its effort to provision of long courses.’ Where resources, particularly staff, have allowed, a range of short courses has also been provided. At this institution the question of the relative value of long vs. short courses is often raised, and so our experience has recently been reviewed. This article is the product of the general interest in short-term education and training activities in librarianship.* Courses have ranged from the basic-providing a limited orientation for those who have no access to the long courses through inability to gain release, inability to meet entry requirements, or lack of suitable long courses (e.g. for school librarians)-to professional seminars on important single topics. In “good” years quite a number of courses have been run, the lean years (usually more frequent in library schools) see one or two courses. A summary of courses provided, as shown by the records available, is given in Table I. The peak in activity relates to a staff complement of nine-this has varied over the years with a low of four in 1987. The breaks between semesters are not entirely free for courses as fieldwork is undertaken then. Administrative College is located in the National Capital District. However, the college does have sub-campuses, Regional Training Centres, in Madang and Rabaul, and has a tradition of taking courses out of the capital, Port Moresby, when demand dictates. From the library point of view, many provincial libraries are less well provided for than those of the capital and are in untrained hands or in the care of library assistants in need of advice and support. Such staff can seldom be released for long courses due to lack of funds or the inability to find *Acting Head, Library Studies, Administrative College of Papua New Guinea. ‘J. Bowles (1984). Library education. Tok Tok Bilong Haw Buk. 35, pp. 29-37. ’ M. L. Dosa and J. Collin (1984) Register of Short- Term Education and Training in Librarianship, Information Science and Archives. The Hague: FID. 0020-7837/88/000435 + 15 $03.00/O 0 1988 Academic Press Limited
Transcript
ht. Libr. Rev. (1988) 20, 435-449
Papua New Guinea: Short Courses in Librarianship
JOHN EVANS*
Papua New Guinea’s library school, housed at the Administrative Col- lege in Waigani has directed most of its effort to provision of long courses.’ Where resources, particularly staff, have allowed, a range of short courses has also been provided. At this institution the question of the relative value of long vs. short courses is often raised, and so our experience has recently been reviewed. This article is the product of the general interest in short-term education and training activities in librarianship.*
Courses have ranged from the basic-providing a limited orientation for those who have no access to the long courses through inability to gain release, inability to meet entry requirements, or lack of suitable long courses (e.g. for school librarians)-to professional seminars on important single topics.
In “good” years quite a number of courses have been run, the lean years (usually more frequent in library schools) see one or two courses. A summary of courses provided, as shown by the records available, is given in Table I. The peak in activity relates to a staff complement of nine-this has varied over the years with a low of four in 1987. The breaks between semesters are not entirely free for courses as fieldwork is undertaken then.
Administrative College is located in the National Capital District. However, the college does have sub-campuses, Regional Training Centres, in Madang and Rabaul, and has a tradition of taking courses out of the capital, Port Moresby, when demand dictates. From the library point of view, many provincial libraries are less well provided for than those of the capital and are in untrained hands or in the care of library assistants in need of advice and support. Such staff can seldom be released for long courses due to lack of funds or the inability to find
*Acting Head, Library Studies, Administrative College of Papua New Guinea.
‘J. Bowles (1984). Library education. Tok Tok Bilong Haw Buk. 35, pp. 29-37. ’ M. L. Dosa and J. Collin (1984) Register of Short- Term Education and Training in Librarianship,
replacements for those on courses. Such staff benefit from the courses run outside Moresby.
In addition to the College’s efforts other agencies, most notably the School Library Service of the National Library Service, have provided schools with workshops over recent years.
Courses in the “peak” years have been planned by an informal group consisting of teaching staff and representatives from major libraries. The programme has varied from year to year with some of the more popular items being repeated. No systematic programme of courses throughout the country over a period of years has yet been attempted, probably owing to that uncertainty of there being surplus funds for this cause on a consistent basis. A plan for systematic coverage of problem areas such as provincial public libraries and the community schools with four one week seminars a year for two years had been thought of as far back as 1980 by the National Library Service, partially as a result of the successful Library Development Seminar mentioned below.
In general, the approach adopted in arranging these meetings was successful, as most of the courses planned took off on schedule and attracted a suitable number of applicants. This might have been helped by the fact that in most cases attendance was free, though meals and accommodation were charged for. There were certainly some adminis- trative problems attached to the latter and, at present, the standard of accommodation is unlikely to be conducive to a successful course. The planned phase of course provision fell apart in 1984 due to high staff turnover and a declining number of applications for courses. Since then, most courses have been run on demand from Departments and groups.
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COURSE PROVIDED
Basic Library Skills A one-week course was offered in 1982, 1984 and 1985 to provide a basic training course for library workers whose lack of training/ experience may limit them in their jobs. Participants chosen were Papua New Guinean with no basic training but already working in a library context. The course was multi-topical consisting ofselection, budgeting, reference, periodicals, ordering, processing, cataloguing and classi- fication, filing, inter-library loans, dealing with users, book repairs, shelving, displays, public relations, library cooperation, training oppor- tunities. Between one and three hours was bestowed on each topic; visits were also included. This general variety was purposely intended to increase the likelihood of participants involvement and perhaps ex- panding their general knowledge relevant to their situation, to give a general overview and to provide contacts.
Participants felt that the course was of use and the evaluation forms show them to be grateful that at least something had been done for them. It should be remembered that nothing else was available and the variety was therefore much appreciated. What they would have liked though were longer courses, and much more practical activities, includ- ing some actual rostered work in a library. Given the programme used it was not surprising that participants felt that there had been more talking than writing or practical examples.
Teachers felt that needs of participants differed greatly, the main contrasts being those of school vs. special libraries. In addition, par- ticipants from large libraries joined with those of “one-man-bands”, some had years of experience, others were clerks with part-time library responsibilities. Given the varying educational backgrounds and the variety of teachers, it is not surprising that the level of language was an additional hazard to both sides. The great variety also meant that specific recommendations on cases were hard to make.
CATALOGUING COURSES
As in other countries, introduction ofAACR2 meant a need for instruc- tion in the use of the new tool-a need that was partially met by the Administrative College Library Studies.
A three-day course was held in Lae in 1979 on this topic and a two- day one in Port Moresby the following year. In 1982, 1983 and 1984 more elaborate workshops were presented to assist librarians with AACR2 and related matters. The titles and format of these workshops varied from year to year. That of 1982 (Cataloguing Clinic) took place
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in June and July and provided eight one-day sessions. A lecturer from Administrative College was joined by two staff each from the University of Papua New Guinea library and the National Library Service. Maximum participation of 25 is recorded and some 15 libraries were represented. Four sessions were devoted to AACR2, two to subject cataloguing with Library of Congress Subject Headings; one provided an opportunity to visit other libraries.
The feedback indicates the usual complaints of too many topics and not enough time. More time for practical work with real documents was needed. Administratively it was hoped that the cooperative approach to staffing could continue in future.
Cataloguing Problem Solving, the 1983 course, aimed to be based on actual books brought in by participants and at solving problems encountered in daily work. One day per week was allocated over a six- week period and again teachers were drawn from three institutions. This time all participants (averaging 12) had some library training, making it easier for the staff who dealt with AACR2 for two sessions, LCSH for two sessions, and classification for two sessions.
The practical approach was approved of. One participant felt that the course helped solve some problems for those librarians not given the opportunity to do further courses. It was felt that indexing and languages could be usefully added to the next course.
The next venture was a Cataloguing Workshop run as a three-day block in October 1984 at Goroka, Eastern Highlands Province. This time the participants were divided up by background. The non-teachers were instructed in basic cataloguing, Sear’s subject headings, classi- fication with DDC 19 and filing. Teachers dealt with descriptive cata- loguing using the cataloguing notes developed by the School Library Service, simplified Dewey classification, Sear’s subject headings, filing and discussions on problems and solutions from the home situation.
COLLECTION DEVELOPMENT
Experience in this field is limited to one Collection Building Workshop held in August 1982. The course occupied two days separated by three weeks. The first session involved instruction on development, selection and acquisition followed by discussion and a set assignment. The second session was a discussion of the returned assignments. Of the 11 who attended part one, only seven returned for part two.
Feedback again indicated that the course was considered to be too short, and that there were problems in handling assignments in one’s own time. Teachers felt that four days could be spent on this topic with
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the assignment integrated into the four-day period, should the course be re-run.
LIBRARY DEVELOPMENT
Strangely enough, very little has been provided on this key issue, apart from a three-day Library Development Seminar held at Vunadidir in 1980 (for 20 participants from 17 locations) and aimed at stimulating discussion on the problems faced by librarians in Papua New Guinea. Topics taught were:
( 1) range of libraries in Papua New Guinea and the organization of library activities relevant to a developing country;
(2) methodology of community analysis; (3) library use surveys.
Sessions on the identification, classification and possible solution of problems were also held and the comments are relevant enough to merit listing here. Problems ranged from the fairly simple, that could be solved with advice and encouragement, to the complex, requiring research and contact with administrators responsible for library service. As noted in other courses, a need for continuing education was felt. Most provincial librarians were untrained for the positions they filled, so there was a great need for in-service training. The full classification of the problems determined by this workshop is:
(1) Lack of training, lack oflibraries. Many schools and other organ- izations have no qualified librarians; frequently libraries are run by someone without training. On the other hand, some teacher’s colleges do train for library work but the teachers cannot find libraries when they go to certain schools.
(2) Provision is required for certain groups, such as the handicapped, blind, rural dwellers, plantation workers and the illiterate.
(3) Promotion-how would people get to know the services, how could a good image of the library be created?
(4) Staff development-how to keep up with new developments, professional activities, how to obtain training in specific areas such as management and communication.
(5) Organization and operations-where to buy books locally, how to start a library, catalogue maintenance, security and overdue book problems.
(6) Bookstock and equipment-shortages, outdated materials, lack of proper catalogues, funds, irrelevance of children’s books and
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textbooks to the PNG situation and library equipment which is unsuitable for conditions.
(7) Lack of cooperation between libraries. (8) Lack of support-from teachers, provincial governments and
education departments.
Other items of feedback suggested the assessment of failures in indi- vidual services and of sections of the communities not served; a decision on long term objectives and in what areas government assistance would be most effective; and the questioning of how sharing could improve the individual and overall situation.
A course on Libraries and Communities was planned for 1984 which would have equipped participants with the skills needed to analyse their libraries and their communities and to provide better services based on community needs, and also to suggest ways in which libraries could assist in the preservation oflocal, historical and cultural materials. In view of the findings of the previous workshop, it is unfortunate that this course did not attract sufficient participants to be viable.
LITERACY
A unit on “Libraries and Literacy” was soon introduced into the long course programme at the Administrative College (a programme that began in 1968) in order to make courses more relevant.’ This unit was designed in association with the Summer Institute of Linguistics. In 1986 a Literacy Workshop was held at Vunadidir for five days for 19 participants (mostly grade 6 and 8 school leavers) from nine villages. The course was funded by the Staff Development Unit of East New Britain Province and was, in fact, taught in three languages.
The course was intended to give participants a better understanding of their roles as Tok Ples Pre Skul teachers in the Complete Literacy Programme for bilingual education and emphasize the importance of the mother tongue at an early stage of learning. It also intended to present a wide range of reading materials and techniques in presenting these to pre-school children.
Topics taught were: what is literacy? the complete literacy programme, what is reading? problems of reading, reading materials; interest kits, community profile, writers’ workshop and silk screen print- ing. There was found to be a shortage of Kuanua language reading materials, so 14 booklets on various topics were produced as part of the
’ T. Gordon (1975). Education for librarianship. Tok Tok Bilong Halls Buk. 14, pp. 3-8
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workshop. A follow-up workshop in the area of materials production and translation has been suggested but not yet run.
MANAGEMENT
As the name of the institution indicates, it would not be surprising to see management matters dealt with at the College and a variety of courses are offered by the Management Studies Branch. Libraries have sent staff to the Middle Management course for example (a 12-week offering). Only one course has been attempted by Library Studies on this issue, possibly because of the availability of these other courses. This was a two-day seminar on library staff management run in 1982 for 17 participants. Topics taught were time management, public service regulations, conditions ofemployment, leadership styles, do’s and don’ts with staff, organization charts and lines of communication, staff train- ing, career prospects, staffing ratios, division of duties and recruitment and interviewing. There were case studies on staff problems which proved useful as participants learnt from the group. Role playing was also used, but this was not liked, perhaps as there was little time to prepare. Participants enjoyed the opportunity this seminar gave to get to know other librarians and exchange ideas. One stated, “I have never attended any seminar before and this seminar has brought light into my profession.”
ONE DAY SEMINARS AND WORKSHOPS
A number of issues were handled by this device over the well-staffed years of 1981 and 1982. An Inter-Library Loan Seminar in 198 1 dealt with the purposes and principles of ILL, services of the National Library, the University Library and overseas sources of loans. The National Union List of Serials was described as were practices of bib- liographic citation and checking tools. It was felt that this seminar did compensate for lack of information on ILL in long courses.
A Statistics Seminar in 1981 collected 36 participants who heard about statistics, how to collect these, form design, use of statistics and the reading and preparation of graphs.
A seminar limited to officers in charge of libraries or library budget officers dealt with “How to prepare and present your library budget submission” in 1982. This dealt with the PNG government budgeting system; a video discussion on how to make an effective presentation was included. Again, this topic might be considered as being covered by other short courses at the Administrative College.
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Another one-off was run on “Library Publications and Promotional Materials” in 1981. This dealt with the need for and the types and production of materials and included practical sessions on planning library publications and the design and production of a library pub- lication. Time was a limiting factor in the practical work. The one-day format was soon abandoned and the next appearance of these topics took place on a five-day course described as “updating courses”.
Also in this category might be classified the extensive series of Pro- fessional Seminars held during various afternoons in 1982 and 1983. These aimed to deal with a wide range of important topics of current interest to librarians in Papua New Guinea. Much was done through the active organization of Margaret Obi and the text of the 1982 series of nine seminars has been published.’ A second series of eight seminars was presented in 1983. Participation of up to 100 has been noted for some of these.
REPORT PRESENTATION
As in the case of management, here is an area where regular courses are provided by another teaching section of the Administrative College. A one-day course followed by a second one-day follow-up was held in 1981. Here, much emphasis was placed on discussions and group workshops.
A two-day course followed in 1983. This intended to develop the skills of participants in presenting and arguing a case to a supervisor or committee. To make this a worthwhile exercise, previous qualifications plus one-year’s work experience in a responsible position were con- ditions for attendance.
RURAL LIBRARIES WORKSHOPS
Two one-week courses under the title “Rural Libraries Workshops” were run in 1982 and 1983, one at Mendi in the Southern Highlands and the other at Rabaul in East New Britain. A workshop planned for Daru, Western Province in 1984, did not come about. The courses aimed to bring together all involved in setting up rural community libraries and provide them with general background information on establishment and efficient operation of rural libraries. The courses were operated by Adcol in association with the Rural Libraries Ad- visory Group of the Papua New Guinea Library Association. Funding
I M. Obi (cd.) (1982). Profmional Seminars 1982. Waigani: Administrative College
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for the Rabaul Workshop was provided by the Provincial Government and by the Hans Seidel Foundation. The topics covered were:
The library in the community (in two parts); types of library service, the library building; the best kinds of books for your community- library supplies; organizing the library and the books; getting help from other libraries; low cost printing methods; how and where to get money; library courses.
In addition, film shows, videos, slides and visits were offered. At Rabaul an extra session on libraries and literacy and an interesting piece of fieldwork was undertaken-helping to reorganize a local teacher’s college library in chaos after an earthquake.
The Rabaul Workshop was considered the most successful of the two. The Premier of the Province attended and spoke at the final session, indicating the importance attached by Government to libraries as a means of eradicating illiteracy.
An interesting version of a course on “librarianship” applied to a rural situation is provided by the Itokama Reading Club Leaders’ Workshop run for one week in 1983 by Administrative College jointly with the Summer Institute of Linguistics. Here the Reading Club Leaders of the Barai language group of Northern Province ( 16 par- ticipants from nine villages, grade 6 school leavers) received instruction on library techniques related to their needs. The leaders each had a book box and aimed to encourage members of their groups to borrow and to read. This workshop tried to help in this by enabling leaders to become more familiar with the contents of books, develop greater fluency in reading aloud, find ways of involving members of their clubs in reading and in discussion, develop skills in book repairing and maintenance, and also to develop skills in encouraging people to use books. Where systems (borrowing and listing of books) were developed they were kept as simple as possible. Revision on matters taught was by direct questioning followed by questions from the club leaders and group discussions.
SCHOOL LIBRARIES
There have been great difficulties in developing a long course for this group-even though training in this area is evidently needed. With the lack of a long course a certain amount of experimentation with shorter courses has taken place.
A National In-Service Week for Teachers is held each year, and on occasion the organizers give over some of this time to school library matters with Administrative College staff invited to take part. Par- ticipation can be very minor, such as a mere four hours input into the
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High Schools In-Service Week in 1982 or the entire week-all there is-can be given over to the topic such as a course provided for the Eastern Highlands in 1983 and Central Province/National Capital District in 1987.
Experience with these courses indicates a real interest in improving school libraries or in creating new libraries where none exists and in effective use of the library as part of the normal curriculum. The School Library Service of the National Library Service has also contributed to the sessions with advice on their services. It appears from the courses that the applicable standards for school libraries were not well known. Also indicated were a need to concentrate on a few topics rather than skim over many and to allow participants to decide on some of the content of the course through initial discussion to ascertain needs. The need to ensure that all participants were of similar ability was also noted. Sometimes the groups consisted of trained expatriates alongside less experienced national staff. It was felt that schools should try to concentrate on the attendance of the latter.
Schools in Papua New Guinea consist of Community Schools, High Schools, National High Schools and certain International Schools. A National High School Librarian’s Workshop was conducted by Admin- istrative College in 1984 (at Aiyura, Eastern Highlands Province) for four participants from the four schools. Featured were discussions on problems facing those libraries and contributions from the participants on problems faced by students in library use, computer production of catalogue cards, useful magazines, and care of pamphlets and maga- zines. Also covered were literacy, cataloguing and classification, book catalogues and series found to be useful, the School Library Service, current developments in libraries in Papua New Guinea, reliable sources for library supplies and books, and information from govern- ment, semi-government and business organizations.
A course on the Community School Library lasting one week was held in Kerema, Gulf Province for their Department of Education in 1984. This was to provide some school library training to support a new community school library development programme. Twelve schools were targeted for library development and 15 participants were sent on the course. It was noted that these were well selected and highly motivated, as the participants were aware that they would need to apply their skills on returning to school. They heard about materials for children and their selection, organization of materials, running the library, library activities and had a compressed one-week reading programme. A follow-up on acquisition of materials was arranged with the Schools Library Service. A half-day meeting/forum for Community School Teachers was run in 1983.
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More substantial offerings have also been provided for the schools with courses of around four weeks duration. Three of these were pro- vided for High School staff in July of 1982, 1983, 1984l and one for Community School staff over the December 1984/January 1985 period.
In planning it was felt that four weeks was the minimum time likely to be needed to cover these topics at all satisfactorily. However, a longer time was likely to cause problems in the release of teachers. Various initiatives made this an ideal time to attempt improved training of school librarians who could take advantage of developments and build on them. The courses attracted 15-19 participants each, and as with the shorter courses for this group, considerable keenness and dedication was shown in improving the usefulness of libraries in high schools. Varied input was deliberately provided to enhance interest, as was a programme of visits. The first course also saw varied funding, which was not so deliberate-the course had to be delayed while this was arranged.
Subject objectives outlined at the planning stage of these courses were that on completion participants would:
(1) have a basic knowledge of the skills and techniques necessary to operate a high school library effectively;
(2) have a more extensive knowledge of books and other resource materials that would be useful in the education and general developments of pupils, teachers and the local community;
(3) be aware of the many ways that a library can be of benefit to the school.
As to teaching methods, at planning it was felt that the course should be based on practical activities, in order that skills techniques could be effectively learned. It was to be taken into account that participants might have only limited expertise and experience in the use of libraries, and that emphasis was placed on providing and producing back-up materials for the participants own school situation. On assessment it was felt that continuing feedback could be provided through contact with the School Library Service on the effects of training on the school libraries. Known as the School Library Course the content was fairly similar for all three high school courses:
Role of the teacher librarian. Selection of books, a-v aids, periodicals, vertical files, PNG materials and weeding.
’ A. Walker (1983). New high school library course in Papua New Guinea. COMLA Nedetter 39, p. 6.
446 J. EVANS
Routines, ordering, processing, cataloguing, classification, stock- taking, book repairs, issue systems. Planning, budgeting, staffing, publicity, public relations. Library lessons, integrating the library in the curriculum, reference, literacy, story telling, display. School library context, networks, community use of school libraries, libraries as an educational force.
Visits to libraries and suppliers were also undertaken. The feedback suggested that there was marked interest in a longer
course, and indeed, the courses were envisaged as a first-aid measure until a long course was finally approved. Owing to a difference between the school library situations, not all got equal benefit from each aspect of the course-time spent on selection was approved of. More time was suggested for a-v, book repairing and practical activities in general (typing and making books were suggested as extras). The visits and contacts made were appreciated. Short courses and workshops around the provinces were suggested as a supporting measure, as were more hand-outs of the kind being prepared by the School Library Service. Other comments were that items on recommended lists should be available for inspection, that the experience of those doing the course be utilized, that something be done on reader/user surveys, and that questions of vocabulary, reading and interest levels be addressed. In one year it was noted that the wide range of familiarity, interest and experience (from little to great) of participants was a limiting factor. Also, that year saw teachers unfamiliar with curriculum coverage of subjects other than their own with consequent effects on selection and reference skills. The course was noticed to suffer from a lack of assess- ment.
In these courses some administrative problems arose, deterring staff and students, such as salary, travel and accommodation arrange- ments. Several afternoons were lost owing to these problems.
During the 1983 course the participants were able to take part in a story-telling workshop run by A. Pellowski. This was a four-day event but the fourth day was merged with the School Library Course. Great emphasis was placed by Pellowski in her report on the workshop on encouraging as many as possible to produce simple hand-made books on local themes. Both teacher-librarians, teacher training colleges and the National Library should aim for maximum involvement in this.
By the time of the last course in 1984 it was felt that agreement on long courses was close and that no further high school short courses were needed. A long course, however, is still to be run on this topic at Administrative College.
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For community schools a Lahara Enrichment Course on School Libraries for Community Schools was offered over 6 weeks from December 1984, at the request of the Department of Education. These enrichment programmes are meant to be specific rather than general with much practical application in contrast to theory. Also featured are problem solving approaches and activity oriented sessions to increase the confidence of course participants. It was suggested that, for instance, in the ordering parts of the course, very precise and practical guidance be given with details such as actual publishers addresses, a sample letter requesting catalogues and help with under- standing catalogues and detailed procedures for ordering-publishers catering for the English as a second language market were to be empha- sized. Topics taught came under the familiar headings of introduction to children’s books, nature and importance of school libraries, running school libraries, library use and promotion of reading, planning the school library, collection development and visits.
For community schools (given their large number) it has generally been felt that short workshops should be offered in many areas around Papua New Guinea catering only for the community schools in those localities. This is being undertaken by the School Library Service. There are also plans for each of the teachers colleges to have a lec- turer/librarian who could also be involved in such short workshops.
UPDATING WORKSHOPS
Two courses are particularly relevant here and both were run for five days in 1982-one was held at the Administrative College and the other at the Regional Training Centre at Vunadidir near Rabaul.
The Administrative College course was based on the material pre- sented in the previous year in a series of one-day workshops. Teachers from the National Library and the University Library joined College staff. The course was aimed at out-of-Moresby librarians and at Papua New Guinean library staff with some library training who wish to improve skills. The topics of proposal presentation, promotional activi- ties and public service working conditions were treated. Library visits were included and appreciated. As previously discovered, participants welcomed the chance to communicate with fellow librarians, both on the course and in their working environments. This was particularly true of those outside of Port Moresby who tended to feel isolated. There were insufficient applicants to hold a similar course in 1983.
The course provided at Vunadidir packed in a great deal more. It was organized by the Staff Development Unit of the Department of
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East New Britain and funded by the Provincial Government. The content was:
(1) selection, ordering, library work with children, PNG materials and starting a collection;
(2) classification, reader services, indexing; (3) visits, the Papua New Guinea Library Association, literacy; (4) budgeting, report writing, cataloguing, reference; (5) further education, library extension, planning, problem sessions,
report presentation.
The New Guinea Islands Region library meeting was held during the last day. The natural reaction of the participants (10 from five locations)-most of whom had already done a library course-was that this course was indeed too short. Two to four weeks was needed for further workshops. Participants seemed eager to apply their lessons, they commented:
“I wish to implement what I learned from them and try to improve the library services in West New Britain Province.” “ . . more library courses should be done by the individual staff of this library in order to upgrade the standard of library work in this library and library profession in this country as a whole.”
“There is also a great need for libraries in the rural areas . . I’ve seen many young boys and girls picking up old rugged paper lying around the place or even going and asking other friends for any books to read.”
SURVEYS OF NEEDS
Although it was generally held that short courses and continuing edu- cation were a good thing, no analysis of actual needs was attempted for quite some time. However, in a survey concluded in 1985l a number of weaknesses in the performance of staff with Administrative College qualifications were determined and specific short courses suggested as a remedy for these in many of the responding libraries. Most demand Was expressed for short courses in cataloguing and classification, tech- nical services and basic library skills. Only minor interest was expressed in heartier fare such as computer literacy, planning, budgeting, report writing, multi-media resources and public relations. This minor interest also extended to serials, bibliographic checking and book repairing. This probably reflects the rather low level of qualifications prevalent in most of the nation’s libraries; a situation resulting in an inability to
‘J. Evans and A. Nixon (1986). Survey of library training needs and employment oQQorfunitics. Waigani: Administrative College.
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attend to underlying library routines. In the employers opinion it seems that this situation needed correction before more advanced materials could be dealt with.
CONCLUSION
The records show that much can be offered in terms oflibrary education through the medium of the short course and that, even in the context of a developing country, most courses can attract sufficient participants to be viable and interesting to those participants. A cooperative approach in planning and teaching such courses is indicated. The limiting factor here has certainly been staffing. long courses and the improvement of those long courses will be needed for many years to satisfy the manpower requirements as set out in the National Manpower Assessment.’ After these were provided in recent years, there have been few resources for short courses. New initiatives towards provision of a planned sequence of such courses are urgently needed.
’ Papua New Guinea. Department ofFinance and Planning (1986). National Manpower Assessment 1982-1992. Waigani: The Department.
