Integrating Online Autodidacticism in Lifelong Learning for Adults in Sub-Saharan Africa

Education is a lifelong journey that should be continuous even in adulthood. Lifelong learning has the potential to spur innovation, creativity, and problem-solving in society for an improved life. To achieve this, there is a need to integrate the concept of self-directed learning into lifelong learning and adult education curriculum at all levels. Many researchers have proved the important place of autodidacticism in the realization of the objectives of adult education and lifelong learning. This concept has been variously spoken and practiced in most parts of the developed world, but unfortunately seldom talked about and applied in the adult education system of Sub-Saharan Africa. Adult education in this region is still heavily lean to conventional education and pedagogy systems. The main objective of this paper is to present a holistic view of autodidacticism and its relevance in lifelong learning and adult education in this global and knowledge economy. The exploratory study examined the influence of online autodidacticism on lifelong learning among adults in Sub-Saharan Africa. Interviews were conducted using WhatsApp to elicit answers from adult respondents. The paper provides insight into the possibility of applying online autodidacticism delivery for originating a new instructional paradigm that makes a shift possible from the traditional practice of teaching in adult education in Sub-Saharan Africa and success stories of interviewees who acquired new skills through autodidacticism

Factors Influencing the Acceptance and Use of Koha Library Software in Academic Libraries of Uganda Introduction and Background of the Study

Purpose: The study aimed at investigating factors that influence acceptance of Koha Integrated Library System (ILS) and its use in academic libraries of Uganda. Design/methodology/approach: The study was based on descriptive crosssectional survey design. A representative sample of 103 was used out of the target population of 140, comprising academic librarians and ICT personnel from four academic libraries in Uganda. Structured self-completion questionnaire, semi-structured interviews and observations were used in data collection. A success response level of 78% of the questionnaires sent out was realized. Data analysis was carried out using SPSS software; to establish the significance level of the factors influencing Koha acceptance. Research limitation(s): Non-academic libraries and patrons were not part of the study population. Key finding(s): The findings from the study indicate that nine factors influence acceptance of Koha in selected academic libraries of Uganda. These include productivity, ease of use, free and open source nature of Koha, peer pressure, availability of resources, domain knowledge, awareness, anxiety and computer literacy levels. Four factors were moderating variable namely age, gender, level of education and experience. System productivity had the highest mean score of 4.20 and the least ranked factor was peer pressure with a mean score of 3.12. Practical implication(s): The study has paved way for academic librarians and managers wishing to adopt Koha in regard to the core system attributes. Contribution to knowledge: The study has contributed new knowledge in the aspect of ascertaining the factors that influence acceptance of Koha in academic libraries of Uganda, specifically system productivity, ease of use. The contribution can act as a basis for further studies

Professional Tacit Knowledge Transfer among Librarians at Kampala International University (KIU) Uganda

The way knowledge is transferred determined the rate in which an institution achieve its objectives. Few studies have been done on tacit knowledge transfer in higher institutions in Uganda. Scholars are concern that there is no clear knowledge transfer procedures in universities. It was in this context the researchers were interested to study Kampala International University library. The study aims at identifying professional tacit transfer practices at Kampala International University Library and their benefits to the library. The study employed an online self-administered questionnaire on 34 librarians and registered (25) 76% response. Content analysis and observation techniques were also used. The results are: mentorship, workshops, seminars, meetings, job rotation, consortia engagements are the professional tacit knowledge transfer practices exploited by librarians at KIU. Among the practices 76% of the respondents ranked workshops, seminars and meetings as the best professional tacit knowledge transfer practices. Meanwhile motivation was a very important aspect that influenced librarians to participate in professional tacit knowledge transfer practices. Majority of librarians (68%) said tacit knowledge transfer practices benefited the library by improving performance and maintaining the library competitiveness. Lack of adequate tacit knowledge transfer infrastructure was among the challenges mentioned. The paper provides a broad overview of professional tacit knowledge transfer in the university library especially Kampala International University (KIU). The study conclude that universities have clear knowledge transfer practices though not documented and widely studied. This study is a veritable resource to any university library that is still struggling with knowledge management and transfer

Achieving sustainable development goals two and three: role of academic libraries

Purpose: This study investigated the role academic libraries play in the achievement of sustainable development goals 2 and 3 Design/Methodology/Approach: An exploratory approach through an extensive review of related literature and case study was adopted for this study. Discussion on the efforts made by academic libraries in Federal University of Technology Library Owerri, Nigeria; Makerere University Library, Uganda, Kampala International University, Uganda and Ghana Institute of Journalism Library made in the achievement of SDGs 2 and 3. The study was guided by three research questions. Research questions 1 and 2 were gotten from the literature reviewed while the answer to research question 3 was based on information provided by the researchers being staff in the universities studied and the result of the interview from the rural host community. Findings: Major findings revealed that natural disasters (extreme weather, drought, flood,etc); ineffective food distribution, poor packaging, processing and storage, social support networks, untimely delivery of information, physical environment, inappropriate media for information dissemination among others were the problems militating against attainment of food security and good health. The finding also revealed that the community lacked agricultural information such as where to get the best variety of farm inputs, where and how to source agricultural loans, the market where they will get a better bargain for the products among others. Members of the rural host also lacked health information. Practical Implication: In a hunger crisis society and where health care services are not given the utmost attention, the life of the citizens are endangered. The provision of library and information services to people will empower them to seek and find the solution to these problems. Originality/Value: It is recommended that academic libraries can achieve SDGs 2 and 3 through repackaging of agricultural and health information in different formats and in the language rural communities will understand and make it accessible to them. Libraries can also partner/collaborate with agricultural and health professionals in the provision of extension services to their host communities

Distance Learning Library Services in Ugandan Universities

The study carried out at Makerere University and Uganda Martyrs University in 2010 aimed at providing strategies for enhanced distance learning library services in terms of convenience and adequacy. The study adopted a cross sectional descriptive survey design. The study revealed services provided in branch libraries in Ugandan universities were inadequate compared to the main libraries in the main campuses. The library services were convenient to a few of distance learners. About 209 (61.8%) learners from the two universities studied could not easily access the library services provided in the universities and 18 (5.3%) did not access them at all