An assessment of education and continuing professional development (CPD) of academic libraries workforce in Botswana

Abstract

Purpose

The purpose of this study is to assess the current level of education qualifications of the workforce working in academic libraries in Botswana. The study also aims to determine the current and required level of continuing professional development (CPD) of librarians working in academic libraries in Botswana.

Design/methodology/approach

The study adopted positivist research paradigm and quantitative research design using a structured questionnaire to collect data, where survey questions were developed based on existing, tested and verified NeXus1 and NeXus2 instruments developed in Australia.

Findings

Findings revealed that majority (41 or 35.3%) of the academic workforce in Botswana had first degree professional qualification, while those with diploma qualification were 28 or 24.1%; about a quarter of respondents had obtained master’s degree qualification. Most of the CPD activities undertaken were workshops and other workplace training programmes. While about half of the total respondents had attended conferences, less than half of them had published or presented a paper, and mentoring, that should have been given a pride of place in the libraries, largely suffers near neglect. Some knowledge and skills have been acquired on the job and have beneficial impact in the service rendered.

Originality/value

The study seems to be the first of its type in Botswana as a thorough search of literature did not yield any result in the field. What is more, it combines the librarians in public and private universities, colleges of education and institutes of health sciences. Recommendations generated from the findings are likely to improve the services rendered and interest of the librarians in the profession.

Citation

Oladokun, O., Mooko, N.P. and Fidzani, B.T. (2021), "An assessment of education and continuing professional development (CPD) of academic libraries workforce in Botswana", Global Knowledge, Memory and Communication, Vol. 70 No. 1/2, pp. 25-43. https://doi.org/10.1108/GKMC-09-2019-0119