Académique Documents
Professionnel Documents
Culture Documents
by Stacy Torian
Rural (% of population) 45 51
Urban (% of population) 55 49
Literacy
Total 76.6 59.6
Male (% of population) 82 69.2
Female (% of population) 71.4 49.7
Libraries
Public 62 316
Community 195 n/a
School 6,918 107
University** 222 89
GDP (in billions; U.S. dollars)
42.80 404.65
Data from World Bank (2018)-surface area; rural and urban populations percentages; GDP; CIA
World Factbook (2018)-total population; religious affiliation; life expectancy; literacy; UNESCO
Institute for Statistics (2018)-education; IFLA World Report: Ghana (2010)-libraries (Ghana,
public, school, and community); Library Map of the World (n.d.)-libraries (Ghana, academic);
IFLA/FAIFE World Report: Nigeria (2007)-libraries (Nigeria, school and university); Access to
and Use of Public Library Services in Nigeria (2017)-libraries (Nigeria, public); The Ghana
Poverty and Inequality Report: Using the 6th Ghana Living Standards Survey (2016)-poverty
levels (Ghana)
A COMPARATIVE STUDY: NIGERIA AND GHANA 3
Summary
In his writing about the role of libraries in developing nations, O.O. Ogundipe (1994)
noted that “[t]he library as an instrument of education is more functional, more deliberate, and
more conscious of its objective as opposed to being the almost silent and insidious tool of
general education in the more developed societies. The need for libraries in educational
institutions is more important because suitable alternative resources may not be available.”
While I would argue that many of the United States’ public libraries also fit the “more functional,
more deliberate, and more conscious” description, I understand his point. Unlike many Western
libraries, libraries in countries like Nigeria and Ghana do not have the luxury of being mere book
repositories or study centers. A recurring theme in all of the LIS articles I read by Nigerian and
Ghanaian LIS scholars is that of the library as a vehicle of social uplift. While librarians in
Nigeria and Ghana are clearly concerned about the impact of technology on the LIS profession
and the role of the library in the academy, their scholarship is less myopic, in many cases, than
what one might see in a Western country, where a certain level of library access and
technological capacity among patrons is (rightly or wrongly) assumed. Even when writing about
technical issues, Nigerian and Ghanaian librarians often reference the broader topic of why
libraries are important and the role libraries play in improving people’s lives.
The library systems in Ghana and Nigeria have followed similar historical trajectories. In
both countries, library development and training were deeply influenced by the British library
systems. While this “diffusion of innovations” (Lor, in prep.) helped get the library systems up
and running in both countries, the focus on English-language resources and Western
information-sharing practice (i.e. through print) has made it difficult for librarians to make inroads
in indigenous communities with primarily oral traditions. On the other hand, the historic ties with
British may have been what helped Nigeria gain British financial support for the launching of
Other outside influences have proved crucial as well. UNESCO, for example, played a
seminal role in the establishment of the West Africa Library Association and both countries’ first
library schools. Nonprofit organizations, foundations, and private citizens also provided critical
support. Unfortunately, the support received over the years has not been enough to offset the
challenges that both countries’ libraries have faced. As in many developing countries, illiteracy
and the rural urban divide in literacy, education, and internet connectivity remain formidable
issues for librarians in Ghana and Nigeria. Other priorities. such as poverty, have greatly
overshadowed library concerns in both countries. Library training is available in both countries,
but it is not accessible to everyone. Tough economic conditions have made it difficult for
That said, there have been notable successes. Ghana has harnessed the power of
national collectivism to move the nation forward, achieving gender parity in primary and
secondary education, even though rural-urban divides persist. Nigeria has a strong professional
library association that is a powerful lobbying force in the country. Both countries have digitized
institutional repositories, and Nigeria has been making strides in scholarly open access
publishing (Okojie, 2014). Although the libraries in both countries are struggling, they are
functioning and striving to improve their technological capacities. On a broader level, the life
expectancy in both countries is increasing. This is so important, because a longer life means
more time to work, get educated, and contribute to the economy. It also indicates an
improvement in health outcomes, which has a positive impact on all aspects of life, including
Given the lack of government funding for libraries in both countries, it is understandable
that both Nigeria’s and Ghana’s systems would be facing significant obstacles to growth. Still,
when one considers the wealth of Nigeria relative to Ghana’s, and the assertiveness of the
A COMPARATIVE STUDY: NIGERIA AND GHANA 5
country’s library association, it seems that Nigeria should be much further along than Ghana in
terms of library development rather than lagging behind. Why are they not?
A review of Nigeria’s cultural and political landscape may help answer this question.
Religious divisions in Nigeria can be intense, especially in the North with the presence of Boko
Haram. Political battles have been contentious as well, starting with the civil war of 1967-1970,
and followed by military rule and fraudulent elections (Falola 21-22). In my opinion, there are
two ways in which these conflicts have had a major negative impact on libraries. First, the
religious tensions have led the government to allow significant state autonomy in legal matters.
This gives the states significant control over what goes on in the public sector, including in
educational venues like libraries. In the Muslim states, where religious norms might be
restrictive, library resources may be more limited, and women may not have consistent and
frequent access to the resources that are available. Secondly, both religious and political
tensions, like other concerns, have distracted attention away from education policy in general
Aside from all of this, Nigeria is just a really big country. Although it has tremendous oil
wealth and has a GDP 10 times that of Ghana, its GDP still dwarfs in comparison to that of
developed countries, such as Canada or the United States. Because Nigeria is roughly four
times larger in size than Ghana, its infrastructure challenges are likely much greater.
On the other hand, Nigeria has clearly “outstripped” Ghana in certain ways, most notably
in its successful effort to establish a national library. This success is owed in large part to the
work of the country’s library association. Boasting over 5,000 members, the Nigeria Library
Association has been outspoken and active not only nationally but internationally. The strength
of the association is not surprising, given that Nigeria has over a dozen library schools in
comparison to Ghana’s one (Diso & Njoku, 2007; Alemna, 1991, p. 408). Thanks largely to the
work of the NLA, Nigeria also has a formal library certification agency (LCRN). As far as I can
A COMPARATIVE STUDY: NIGERIA AND GHANA 6
tell, no comparable agency exists in Ghana, though I cannot be entirely sure, as not all
Ghanaian and Nigerian librarians know what needs to be done, but they lack the means
with which to do it all. Meanwhile, they should continue to write about the need for increased
funding and advocate for it at the state and local levels. They should also maintain and, if
possible, expand their current outreach efforts to marginalized persons. Women, people with
HIV, and LGBT persons are just some of the individuals who may be missing out on services in
some areas due to longstanding beliefs and prejudices. Ghana’s government was right to speak
out against LGBT violence (Human Rights Watch, 2018a). In Nigeria, the National Library and
NLA have organized HIV awareness programs, and some libraries have designated library days
for women (IFLA, 2007). Social attitudes remain entrenched, however, and more needs to be
done.
Another group that needs more attention in both countries are those who do not read
and who receive their information primarily via audiovisual media. While illiteracy needs to be
addressed, the value of non-print media should not be underestimated. Carroll et al. (2013) and
Ogundipe (1994) have stressed the depth of African oral culture. Perhaps librarians in Nigeria
and Ghana could capture this through a shared oral library. They both have interest in
digitization and could work together to create one or several digital collections. Others in the
region could get involved as well. Having a shared database could lighten some of the
individual-country cost burden of setting up a digital library. Foundation funding or NGO funding
could perhaps be secured for the venture as well, if government funding is not available. Select
holdings of the oral library could be played on weekly or monthly radio programs.
Important health initiatives have been undertaken in both countries and, of course,
should continue. Many Ghanaians and Nigerians are dying at midlife, which is the time when
they could be contributing the most to society in terms of professional experience and life
A COMPARATIVE STUDY: NIGERIA AND GHANA 7
perspective. While it would be easy to say that healthcare spending should take precedence
over library spending, the reality is not that simple. People need both mental and physical
sustenance to remain healthy. Education conveyed through libraries and schools complements
good healthcare in that it can cultivate the awareness that motivates people to engage in
healthy behaviors. Health and education funding should be tied in together in some way.
Reflection
When I began this project, I was concerned that I would only come across literature
about and not by Nigerian and Ghanaian librarians. I have since been floored by the depth and
breadth of the research by these professionals. The fact that I was surprised at the amount of
Nigerian- and Ghanaian-authored articles I found speaks to my ignorance and Western bias. I
had not thought of Ghana and Nigeria as being hotbeds of LIS scholarship, because I had not
been exposed to their work, and because I tend to think about African libraries in terms of the
challenges they face (which are substantial), rather than in terms of their successes, their
scholarship, and their dedication (which are equally substantial). During the course of this study,
my thinking became more nuanced and less negative, though I still worry that my research on
Fortunately, Ghanaian and Nigerian librarians are using their web presences to preserve
their history and communicate their accomplishments. The GLA and the NLA websites each
contain their organizations’ founding stories, along with listings of their organizations’
achievements. It is important that they highlight their successes, as they certainly cannot rely on
others to do it for them. The news is full of stories reflecting how disappointed some people are
with African countries. One thing that kept coming into my mind as I wrote this paper is how
demoralizing it must be to always hear people talk about how poor one’s country is and how
many challenges one’s country is facing. If I were the person in charge of administering the
services in a Ghanaian or Nigerian library, how would I respond to those criticisms internally and
A COMPARATIVE STUDY: NIGERIA AND GHANA 8
publicly? Would I get depressed and blame myself? Would I get angry with the critics, many of
whom hail from the very countries whose citizens and governments are contributing to and
In his article “Aid to Libraries: Policies and Trends,” David Clow (1986) stated that most
aid projects seem to fail (p. 109) -- but who determines what it means to fail? Is it a failure when
the outcomes expected by the aid-granting country or organization do not come to pass? What
if their objectives are realized, but only a small group in the developing country benefits? Part of
the problem may be that success is often seen as a defined end goal rather than a long journey
toward the growth and autonomy of a community or a nation. The latter type of success is not
easy to measure, and it is the kind of success that usually entails a lot of small-scale failures
Countries,” library director O. O. Ogundipe stated “The concept of librarianship in Africa, the
developing countries, or the Third World is not fundamentally different from that in the
developed or other parts of the world, but often the differences, perhaps because they are
unusual when seen out of their context, are overemphasized and harped upon to the neglect of
the common bonds that unite all libraries in one world of librarianship” (p. 236). This quote
spoke to me more than any other I came across during the entire course of this research
project, and indeed during this class. Like librarians in the West, librarians in Nigeria and Ghana
want their patrons to be empowered with the knowledge they need to be informed, productive
citizens. One of the essential premises of the capability approach to research – that the
“freedom to achieve well-being is to be understood in terms of people's capabilities, that is, their
real opportunities to do and be what they have reason to value” (Robeyns, 2016) – underlay
much, if not all, of the scholarly research I read for this project. Nigerian and Ghanaian librarians
A COMPARATIVE STUDY: NIGERIA AND GHANA 9
clearly understand that library development means nothing if it does not result in widespread
Nigerian and Ghanaian librarians face challenges much greater than those that many
Western librarians face, but the challenges are by no means unrelatable to Western realities.
Ogundipe (1994) very rightly pointed out that Western librarians would do well to pay attention
to the concerns of developing country librarians in rural areas, as several of the librarianship
obstacles present in rural areas manifest themselves in the low-income areas, minority groups,
and immigrant populations of Western urban areas (p. 241). I would add that there are also
many parallels between the service obstacles of developing countries and those present in the
rural areas of the United States. As a U.S. Southerner who has had relatives who were either
illiterate or only semi-literate, I grew up seeing the reality of illiteracy in the South and how
devastating an impact it can have on a person’s life chances. Later, as a rural library outreach
volunteer, I encountered patrons who were unable to drive to the library that was literally
minutes away from them, due to job constraints and health issues. As I reflect on these
situations, the recent United Nations report on poverty in the United States (Alston, 2018), and
what I have read about the challenges of providing library service to rural areas of developing
countries, I find myself agreeing more and more with Ogundipe’s advice. The United States
could learn much not only from Ghana’s librarians, but from the Ghanaian government’s largely
successful poverty reduction efforts and persistent initiatives to expand public education. This
work, already commendable, is made even more impressive by the fact that the Ghanaian
government is doing it all with a budget a fraction of the size of that of the United States and its
I am coming away from this comparative study with a deeper knowledge of the work of
Ghanaian and Nigerian librarians and for a strong respect for the comparative method. The
method is every bit as rigorous as Dr. Miller said it was, from both a research and a logistical
A COMPARATIVE STUDY: NIGERIA AND GHANA 10
standpoint. I am glad I did not know just how much work the project would entail, or else I might
not have signed up for the course at all during the summer – and would probably have missed
taking it altogether. If I had it to do over, I would allocate more time for research and the
organizing of data. Other than that, there is not much I would change. Doing this study and
taking this class expanded my vision of librarianship and deepened my awareness of its
transformative potential.
A COMPARATIVE STUDY: NIGERIA AND GHANA 11
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