ht. Libr. Rev. (1976) 8,453-459

Development of School Libraries Around the World

M. MEACHAM*

It is hoped that the material in this report will give a useful world view- point, a kind of broad overall round-up, of the state of school library development in a number of countries. The focus is on those countries, usually known as rapidly developing, in which school libraries are a comparatively recent development. Countries in which school libraries show a high level of development, and those for which there is consider- able material available already in the literature, are not included. (Material is not available in English on some other countries.) No attempt has been made to analyze any country’s school libraries in depth nor, in most cases, to relate them to other library development (such as public libraries) within the country. The literacy rate of the country, the educational system, and various other internal matters, would have to be taken into account in any such analysis. The source for much of the material was the International Association of School Librarianship .Newsletter, which began publication in 1971, whose correspondents regularly report events relating to school libraries in various countries to the editor. The material was believed to be current as of the end of 1975.

AFRICA

African school library development showed considerable variation from country to country, all the way from few, if any, school libraries to well- developed systems. In Nairobi, school libraries were not yet well estab- 1ished.i The Sudan appeared to have no primary school libraries, and most general secondary schools had a cupboard of books in an office. The higher secondary schools had a library room, but the books were

* School of Library Science, University of Oklahoma, 401 West Brooks, Room 120 Norman, Ok 73069 U.S.A.

1 International Association of the Library Profession Conference (1973). A Message of Welcomefrom the Ministerfor Co-operatives and Social Setices, Nairobi, 1973.

454 hf. MEACHAM

out-of-date and in poor condition. In Kenya, school libraries were not required, and only a few schools had them. Libya began school libraries in the 1950’s, but the priority was for public libraries. Acceleration oc- curred after the discovery ofoil. Since 1970 Liberia has required all rural school construction to include a library room. This was supplemented by bookmobile service. Tunzaniu has been interested in school library development since independence in 1961. A UNESCO expert visited Tanzania in 1968, and a model project was begun. The supply of school librarians was still somewhat inadequate, but the School Library Service Commission, recently created as an arm on the Tanzanyika Library Service, was expected to improve the situation. In some cases, there were joint public/school libraries. Algiers had libraries in all the lycets, high schools, normal and primary schools, but the rest of Algeria was not believed to be that far advanced. Ethiopia’s Ministry of Education and Fine Arts gave top priority to school libraries. There were 1329 schools, of which 139 had a library. Assistance was received from the World Bank International Development Association, (for junior and senior secondary schools) the United States Information Service and the Peace Corps.2 Several experts feel that small town and rural areas in Ethiopia especially might do better with the school library operating as the public library.3 Nigeria had UNESCO assistance in 1964, but the civil war interrupted library development. After the war, the government was much interested in library development and financial assistance was provided, but more for secondary than for elementary schools. Secon- dary schools received large gifts of books from Phillip Morris (Nigeria) Ltd., and there was a model elementary school at the University of Idaban. A central purchasing scheme was started for school libraries.4

Library science courses were avilable in Liberia, Ethiopia, and Nigeria. Tanzania and Nigeria had lists of recommended books; EpyPt and .hGgeria had associations of school librarians, and the latter had developed standards.

The usual problems in the development of good school libraries existed : Nigeria: no provision in the education laws for school librarians, lack of accommodations, text-book teaching methods and selection problems;5 TanZania: inadequate funds and books, lack of qualified school librarians, lack of facilities and equipment, the need to orient

1 A. M. Gallal ( 1973). Libraries in Libya. UNZSCO Bull. for Libr. 27,257-6 1. s W. B. Paton (1970). Libraries in Ethiopia. UNESCO Bull. fm Libr. 24,27-31. s K. W. Giorgis ( 1974). Library education in Ethiopia. UM?SCO Bull. for Libr. 28, 152-5. 4 Y. Izevbekhai (1975). The Midwest Book Depot, lJ.NZDCO BulLfor Libr. 29,188-91. 5 C. C. Agoulu (1975). The School Library as an Instrument of Education in Nigeria,

Znt. Libr. Rev. 7,39-58.

DEVELOPMENT OF SCHOOL LIBRARIES 455

teachers to library use, no specific elementary school grants; Libya : lack of a suitable room, of trained librarians, and of an awareness of the importance of libraries, cataloging and classification problems;1 Sudan : no proposals by the Ministry of Education to support school libraries and negligable expenditures.

EUROPE

All Norwegiun schools had a school library, but most of the librarians were teachers. France had only a few elementary school libraries and some secondary school libraries. The long school day and traditional teaching methods limit library use, but there is considerable interest in children’s libraries, especially some possible combination of school/ public libraries. 2 In Holland, most of the secondary schools had a class- room library, but there was no school library officer in the Ministry of Education, so there were few elementary school libraries; however, interest was growing, and Amsterdam had an extensive experimental program. For International Book Year, Swit,&znd had a number of special activities.

Library science courses in school librarianship were available in various European schools of higher education. Norway had a publication, Bokbhdet, which had articles on the development of school libraries and recommended books, etc. There was also an annual catalogue of recom- mended books. Portugal published a catalogue of best books for children for IBY.

SOUTH PACIFIC

Australian school libraries seemed in general to be well-developed. Courses were available in school library work, and an accelerated school library development program had been undertaken. A number of special programs existed, including service for mentally handicapped children. Standards for school libraries existed,3 and there was a school library Bill of Rights.4 The Australian School Library Association was active in promoting better school libraries. New Zealand recently undertook a program to “flood” two primary school libraries with books. Courses in school library work were available, and there were local school library

1 Gallal. 2 G. Patte (1974). Children’s libraries in France. Znt. Libr. Rev. 6,435-48. 3 Margaret Trask (1972). School Library Service in Australia, Illinois Libraries, 54,487-90. 4 School Libraries in Australia, O@ial Publication qf Australian School Library Association 1,

5.

456 M. MEACHAM

organizations. .New Guinea had standards for school libraries, lists of recommended books, and a centralized processing system. Each of the 1689 primary schools received $28.00-worth of gift books from the Department of Education plus the usual matching funds. Fiji appeared to be very interested in developing school libraries. A plan begun in 1971 for developing primary school libraries resulted in nearly all primary schools having a library. Western Samoa had few, if any, school libraries.

MIDDLE EAST

In Iran there was much interest in children’s libraries, but school libraries have not developed well. There were a few good elementary and junior high school libraries; most city high schools had a library. Several model schools with good libraries have been started. Saudi AraBia had not yet developed school libraries. In Jordan the secondary school libraries were much better than the elementary, but school libraries in general were still considered “extra-curricular’). Interest in Jordanian school libraries, and efforts to upgrade them, began in 19581 and much work was done during International Book Year. Kuwait had about 270 libraries with over 1000000 books, serving 200000 students in elementary, secondary and vocational-technical schools. They were under the Minister of Education and had centralized processing.2 Turkey had a state budget for secondary school libraries but apparently not for primary level. There were a few primary libraries supported by voluntary local contributions. School libraries in Egyp began in 1955 under the Ministry of Education, and primary schools were recognized as the foundation of library use.

Egpt, Turkey, Lebanon, Israel and Iran had courses of study for school librarians. Iran had a manual for running a school library and recom- mended booklists. In addition, the Institute for the Intellectual Develop- ment of Children and Young Adults has been very active in promoting children’s book activities, but not particularly within school libraries.3 Egypt had a code of school library regulations with specific standards.

Generally, the low literacy of the area, plus a low standard of living for many people, mitigated against school library development. Schools, pupils and teachers were often text-book oriented. In Iran, for example, no one in the Ministry of Education was responsible for school library development so it had to be done locally. School libraries were, there- fore, less well developed than other kinds, which may have had the advantage of national planning. Turkey, EQvpt, Israel and Iran were better

1 A. Asali (1974). Libraries in Jordan, ht. Libr. Rev. 6,171-83. 2 M. Zehery (1975). Libraries and librarianship in Kuwait. Znr. Libr. Rev. 7,3-13. 3 Proposal for a National Library Plan for Iran (1970). Znt. Libr. Rev. 2,253-61.

DEVELOPMENT OF SCHOOL LIBRARIES 457

developed than the other countries. irurkey suffered from a lack of: funds, professional librarians, local language books and an awareness of the value of school libraries. Kuwait, in spite of impressive numbers of school libraries and books, had a shortage of school librarians.

ASIA

Most of Asia showed a rather low level of school library development, but interest in and planning for school libraries were growing. Pakistan had few elementary school libraries, with the secondary school libraries poorly stocked, poorly organized, and little used. The UNESCO recom- mentations for this area have not been met.1 However, the 1972-80 Education Policy stimulated interest. In India the importance of school libraries was not recognized until 1953 when the Mudaliar Commission recommended a librarian and central library for all elementary schools. In 1975, however, only a few elementary or secondary schools had a library. The fourth five-year plan did not provide elementary school library funds because it was felt that village libraries, located on school grounds, could fill the need. Five percent of the school budget went to secondary school libraries. Centralized processing is expected to start in each state.2 About half of the 100 libraries in Ajghanistun were school libraries. They had largely been stocked with books provided by the Asia Foundation/Franklin project. Librarians are personally responsible for losses and the loser must pay five times the cost of the book.3 Some UNESCO assistance had been received, but libraries were rarely open. Japan had few qualified librarians in spite of a great deal of interest in libraries, centered primarily around public library work. All of the pri- mary schools had a library.4 .Nepal had the beginnings of school libraries, but they were not provided for in the current educational plan. Malaysia had a new (1974) Schools Division of the Ministry of Education to plan and co-ordinate library service, which should improve school libraries. in Taiwan, most of the elementary and secondary school libraries did not have professional librarians. In Thailand, 80% of the secondary schools in Bangkok and other large cities had a library, but few of the elementary schools did. Hong Kong was similar, with most of the secondary schools having a library of varying quality, but no provision being made for pri- mary school libraries. Until recently most Indonesian school libraries con-

1 M. A. Anwar (1971). Secondary school libraries in Pakistan, ht. Libr. Rev. 3, (3), 349-352.

* A. Khurshid (1972). Growth of libraries in India, Int. Libr. Rev. 4,2 165. 3 E. R. Reid-Smith (1974). Library development of Afghanistan. UNhXCO Bull. for Libr.

28, 17-21. 4 Y. Tsutsui (1972). School libraries in Japan past and present. Libri 22, 114-9.

458 M. MEACHAM

sisted mainly ofsome textbooks kept in a cupboard which was oftenlocked. Presidential decrees and Ministry of Education and Culture efforts have helped the situation. Indonesia considered school libraries an important part of the current (1974-1979) five-year plan. A “nucleus” book col- lection should be in all school libraries as a result. Joint public/school libraries were being considered .I In Sri Lanka (Ceylon) the Ministry of Education recognized the importance of school libraries, and spending and programs were increasing. In 1974, 1062500 rupees were spent for school libraries, and a pool of school librarians was established.2 South Korea may be outstanding in this region: the average Seoul elementary school had 2 100 books; middle schools had 3250, and senior high schools 4978. All of these had magazines and newspapers and a library room. Teachers were, however, in charge of the libraries.

In Pakistan both the National Book Centre and the Franklin Book Program have been active. Malaysia had model UNICEF schools which had received 1000 books and other assistance. Singapore had a pilot ex- perimental project in bulk processing. Courses in library science for school librarians were offered in the Philippines, Malaysia, Singapore, Tuiwan, South Korea, Thailand and Indonesia. These varied from in-service workshops to university programs. There were standards for school libraries in Singapore and Okinawa; but in the latter, even though the law provided for libraries and librarians in all elementary, middle and senior high schools, the librarian clause could be waived for budget reasons, and the elementary schools had only classroom libraries. Stan- dards for Thailand had been drawn up but not yet approved. Malaysia and Thailand had recommended booklists. There were organizations of school librarians in the Philippines, Singapore andJapan.

Problems in Asian school libraries were similar to those of many other rapidly expanding countries. In Japan, for example, most school libra- rians were actually clerks. Okinawiuns must go elsewhere, usually to Japan, for library school, and no one in the Education Office was respon- sible for school library development. .Nepul reported a lack of education facilities, scarcity of books, lack of financial support, and lack of school library guidance from the government. In India, in spite of Rangana- than’s efforts, school libraries were not a firm part of the educational concept.

THE CARRIBEAN, CENTRAL AND SOUTH AMERICA

British Honduras had a small book exchange service for elementary schools 1 P. Ward (1975). Indonesian libraries today. UjvEsCO Bull. for Libr. 29,182-7. 2 M. Silva (1975). Trends in librarianship and documentation, UNESCO Bull. for Libr. 29,

80436.

DEVELOPMENT OF SCHOOL LIBRARIES 459

and libraries in all the secondary schools. Jamaica had made a great deal of progress since 1952, but the concentration was on high school libraries. For the first time, in 1974, Jamaica offered a special course in children’s librarianship. Jamaica and St. Croix/Virgin Island-s have adopted school library standards. Also St. Croix/Virgin Islands had a 1972 seminar on the problems facing school librarians.

In Central and South America many countries seemed to be aware of the need for school libraries. Ecuador, Argentina, Brazil and Venezuela reported children’s book activities, while Peru, Columbia, Argentina and Brazil have advanced to the point of having courses for school librarians and/or standards and laws relating to school library services. Argentina had only five professional librarians for 5165 schools and no budget was allotted. Trinidad and Tobago had many elementary and some junior high schools with no libraries and few, if any, books. There was, how- ever, great enthusiasm for libraries among teachers and administrators. An Analysis of the Library Situation in Latin America, (1969) by the Library Development Program of the General Secretariat of the Organization of American States lists, under the topic of school libraries, five high-level planning countries, six at the intermediate level and nine low-level.1

As the importance and influence of school libraries grow, with in- creased public awareness of their value, and greater governmental support and planning, many of the countries discussed here may expect a greater development of their school libraries. Hopefully, some countries for which there was no information at the present time will be stimulated to provide articles which will appear in English-language journals on the state of their school libraries.

1 Library Development Program of the General Secretariat of the 0. A. S. (1970). Analysis of the Library Situation in Latin America, Washington, D.C.