Relevant bibliographies by topics / Libraries and education – Botswana

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Libraries and education – Botswana'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Libraries and education – Botswana"

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Mooketsi, Bojelo Esther. "School Libraries and the Status of Education in Botswana." Journal of Interlibrary Loan,Document Delivery & Electronic Reserve 15, no. 4 (June 23, 2005): 11–32. http://dx.doi.org/10.1300/j474v15n04_03.

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Jain, Priti. "Delivery of library and information science curriculum." Library Review 66, no. 6/7 (September 5, 2017): 482–504. http://dx.doi.org/10.1108/lr-12-2016-0109.

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Purpose Advancement in Information and communication technologies (ICTs) has revolutionised Library and Information Science (LIS) education and libraries. Both theory and practice have been transformed completely. LIS education programmes have become highly competitive and must be market-driven and technology-oriented. At the same time, academic libraries have been transformed and have become dynamic. Fostering a close collaboration between LIS educators and practitioners can multiply their strength and abilities by sharing educational resources and theoretical and practical knowledge. This paper aims to present the findings of a study carried out to investigate the current status of collaboration among LIS educators and library practitioners at the University of Botswana. Design/methodology/approach Data were collected using self-administered structured questionnaires from both LIS educators at the Department of Library and Information Studies (DLIS) and practicing librarians working at the University of Botswana Library (UBL). To follow-up some of the issues, an interview was carried out with a subject librarian and a focus group discussion method was used to discuss some of the challenges from the findings. Findings The major collaborative activities from the DLIS staff were identified as the following: creating awareness of library resources and promoting library usage among students, facilitating library material selection and inviting librarians as guest lecturers to teach in the classroom. The main collaborative activities from practicing librarians were found to be the following: delivering information literacy instruction, providing professional/practical experience to students and information sharing with the DLIS teaching staff. The major challenges were identified as the following: different cultures of educators and librarians, lack of need to collaborate and lack of formal policy at the department and the university level. Research limitations/implications The UBL has 51 library staff members. All the librarians were not included in this research study, only senior librarians and library management were involved in the study. No theoretical framework was used to carry out the study. The questionnaire was designed based on the general literature in the field of professional collaboration among faculty and educators in the information profession. The follow-up interview and focus group discussion were conducted to address the collaborative activities and challenges that were acknowledged by at least 50 per cent of the participants. Issues with less than 50 per cent responses were considered insignificant to follow-up. Follow-up interview was conducted only with one subject librarian. As all subject librarians have the same job profile and undertake the similar activities, it was assumed that one subject librarian can represent others. Originality/value This research paper contributes to the body of literature. It may be useful for other LIS schools and libraries that work in similar environments, and it also opens up avenues for further research on this topical issue.
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Adekanmbi, Arinola Rebecca, and Benzies Y. Boadi. "Problems of Developing Library Collections: a study of colleges of education libraries in Botswana." Information Development 24, no. 4 (November 2008): 275–88. http://dx.doi.org/10.1177/0266666908098072.

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Totolo, Angelina, Jaco Renken, and Araba Sey. "The Impact of Public Access Venue Information and Communication Technologies in Botswana Public Libraries." Evidence Based Library and Information Practice 10, no. 3 (September 6, 2015): 64. http://dx.doi.org/10.18438/b8np5f.

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Abstract Objective – A study on the impact of Public Access Venue (PAV) Information and Communication Technologies (ICTs) was conducted in Botswana libraries with Internet connections. The main objective was to determine the impact of ICTs in public libraries. Methods –Using the Sustainable Livelihoods Framework as a theoretical lens, the study used semi-structured interviews and focus group discussions to investigate the impact of PAV ICTs in 4 study sites, resulting in data from a total of 39 interviews and 4 focus groups. Methods –Using the Sustainable Livelihoods Framework as a theoretical lens, the study used semi-structured interviews and focus group discussions to investigate the impact of PAV ICTs in 4 study sites, resulting in data from a total of 39 interviews and 4 focus groups. Results – The results of the study show that PAV ICTs had a positive impact on users in the areas of education and economic benefits. Within educational and economic impacts, social benefits were also found, pertaining to the use of social media and the Internet for formal and informal communication. The study also revealed a slight difference between school going users and non-school going elderly users where the use and acquisition of computer skills was concerned. Elderly non-school going users tended to rely on venue staff for skills more than the younger school going users. Conclusion – The study recommends that PAV facilities should be improved in terms of skills offered and resources availed so as to appeal to both the younger school going generation and the older non-school going users. It is also recommended that education on ICT be improved to help curb rising unemployment in Botswana; such skills would enhance the income generation skills of the unemployed users as well as school leavers.
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Kgosiemang, Rose Tiny. "Libraries and Library Services in Botswana." Information Development 15, no. 2 (June 1999): 83–95. http://dx.doi.org/10.1177/0266666994239714.

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Jain, Priti. "Strategic human resource development in public libraries in Botswana." Library Management 26, no. 6/7 (August 2005): 336–50. http://dx.doi.org/10.1108/01435120410609752.

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Sealey, John A. "Religious Education in Botswana." British Journal of Religious Education 16, no. 1 (September 1993): 28–38. http://dx.doi.org/10.1080/0141620930160105.

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Havard-Williams, Peter. "Information Education in Botswana." Information Development 11, no. 2 (June 1995): 99–101. http://dx.doi.org/10.1177/026666699501100208.

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Machara, Liah, and Priti Jain. "FACTORS AFFECTING MOTIVATION IN PUBLIC LIBRARIES: A CASE OF SELECTED PUBLIC LIBRARIES IN BOTSWANA." Mousaion: South African Journal of Information Studies 34, no. 1 (July 16, 2016): 101–22. http://dx.doi.org/10.25159/0027-2639/686.

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The purpose of this study was to establish factors affecting motivation in Botswana public libraries. The study was conducted with the aim to propose an appropriate approach to motivation of public librarians. Using a case study method, data was collected through the use of questionnaires, secondary sources and observation of the working environment. Convenient sampling was used to select the population of study. The findings revealed that librarians in public librarians are de-motivated and not satisfied with their jobs. Some of the factors that de-motivate librarians are job insecurity, poor interpersonal relations at work, lack of effective communication and exclusion from decision making process, lack of policies and procedures, poor working environment, low salary and no incentives, and rigid supervision. Based on the findings, the study recommends that Botswana National Library Services management should adopt motivation theories when establishing motivation programs, upgrade the library to fit into 21st century, recognize employees appropriately for a job well done, include employees in the decision making process, provide adequate training and career development, create conducive working environment, put proper policies and procedures in place  and also adopt change management theories because the library environment is rapidly changing due to advanced technologies
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Makwinja, Veronica Margaret. "Rethinking Education In Botswana: A Need To Overhaul The Botswana Education System." Journal of International Education Research (JIER) 13, no. 2 (December 1, 2017): 45–58. http://dx.doi.org/10.19030/jier.v13i2.10075.

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Botswana through its two educational reform philosophies of 1977 and 1994 envisioned a developing education system that is on par with international standards. According to Tabulawa (2009), the education system was developed to produce critical thinkers, problem solvers, and innovative learners. The system was designed to provide opportunities for all students by providing access to all, improve the standards of education, emancipate Batswana from illiteracy, and develop their capabilities to create a social transformation in their lives. Education was to be a vehicle for continuous positive change that would ultimately enable people to build a better world. However, the system is wanting since most students drop out of school, fail the national examinations, or are unemployable graduates. Research shows that the standard and quality of education is deteriorating as evidenced by high rates of failure at primary and secondary schools. This paper established the reasons for deteriorating standards and failure of students; and whether this was a result of the difficulty, the country finds itself in attempting to re-think and change its educational system to improve the standards or any other factors. This paper reviewed the obstacles leading to high failure rate in one primary school and the need to overhaul, rethink, reform and transform the country’s education system. This study was carried out at the Ministry of Education and Skills Development, which is presently divided into two sub departments; the Ministry of Basic Education and Tertiary Education, Research, Science and Technology and one (1) primary school in Gaborone through the use of qualitative method.
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Dissertations / Theses on the topic "Libraries and education – Botswana"

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Mugabe, Mover M. "Information resources, information skills and education : an exploratory study of information literacy education in community junior secondary schools in the North-East district of Botswana and the role of teacher-librarians and school libraries." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/10927.

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Bibliography: leaves 155-160.
One of the fundamental challenges of the information era is how to ensure that the majority of the members of a given society are information literate in order to deal with problems of inequitable access to and use of information as an empowerment tool for socio-economic progress. A variety of educational and training strategies have been developed and tried in different parts of the world to address this challenge. This study investigates the nature of information literacy education in community junior secondary schools in the North-East district of Botswana and the role of teacher-librarians and school libraries in such a process.
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Dixey, Rachael Anne. "Education and inequality in Botswana." Thesis, University of Liverpool, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357560.

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Russell, Anthony. "Primary science education in Botswana." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019698/.

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Kerton, G. A. J. "Vocational education and training in Botswana." Thesis, Cardiff University, 2007. http://orca.cf.ac.uk/56166/.

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The development of skill formation in Botswana was investigated in the context of the global economy and high youth unemployment. At independence (1966) Botswana was one of the ten poorest countries in the world. As a democratic country the welfare of its citizens was paramount, consequently, when diamonds were discovered (1967) the main objective was to improve living standards throughout the country. When revenue from diamonds increased. diversification by creating a stronger industrial base was considered necessary to develop a sound economy, more employment for its expanding youth population, lessening dependence upon expatriate workers and further investment in schools and vocational education and training (VET) establishments, however, the supply and demand of skilled workers was uncoordinated and employers were dissatisfied with the quality of VET graduates. Wide ranging information on the opinions of the effectiveness of VET was obtained from village elders school leavers, teachers and parents VET leavers, lecturers and instructors recent VET graduates and employers and other high ranking individuals. Human capital theory and its assumptions were found inappropriate for analysing the requirements of a developing country, as it failed to consider the effects of traditional culture on development. A more holistic approach, based on the political economy of skill formation, appeared to be more suitable. The effects of traditional norms and expectations on western industrial practice were highlighted, also, the negative influence of the didactic teaching style on the application of theoretical knowledge, problem solving and the teaching of English in schools. VET institutes were disadvantaged by lecturers and instructors with limited industrial and teaching experience and industrial placements for students were ineffective because of inadequate funding for guidelines and monitoring procedures. Only one third of VET graduates were able to obtain work appropriate to their training. Positive actions to improve the effectiveness of VET were suggested, but they require commitment from all stakeholders
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bw, mrammola@bca, and Mogadime Rammolai. "The Image of Agriculture Education in Botswana." Murdoch University, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090722.110138.

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This study examines agricultural education in Botswana among students and teachers. Since independence in 1966 to the present time, agricultural production has declined from about 40 percent to about 3 percent. Harsh climatic conditions and a general ignorance about agriculture contribute to the restricted perception of agriculture and careers in this field. Individual and focus group interviews were conducted with agricultural teachers who had resigned and former graduates in four secondary schools and three postsecondary educational institutions (Botswana College of Agriculture, University of Botswana, and Tonota College of Education). Negative, positive and mixed images emerged that revealed some similar and some contradictory perceptions of agriculture education. The attrition of teachers also attracted attention because of their working conditions and their images of agricultural teaching. However, the phenomenon of teacher attrition is not unique to agriculture. Students and teachers had conflicting images concerning curriculum instruction. Teachers identified the inadequacy of practicals because students are unable to apply the theoretical knowledge they have acquired to satisfy the various skills required in their new jobs. On the other hand, students perceived practicals as misdirected intensive labour. Non-agricultural tertiary students demonstrated that they do not have a full understanding of the potential career opportunities that agriculture can provide. They often thought that agriculture was confined to ploughing and food production. Nevertheless, both agricultural students and non-agricultural students agreed that agriculture could be a good career that they might consider later in their lives. Participants in the study suggested strategies to enhance the poor perception of agriculture education in educational institutions in Botswana. One strategy was for curriculum reform, such that agriculture teaching should reinforce practicals that are relevant to students’ needs. Practical instruction should not be used as intensive manual labour but should be used to target specific skills that are needed in industry. Agriculture teaching should start at primary school so that pupils can develop a positive image towards agriculture education at a young age, at the age of seven students could be involved in simple experiments conducted in laboratories, then at eleven years students can start practicals in the garden, making sure not to overwork the pupils. Through career guidance and counselling, agricultural teachers should broaden the limited perception that agriculture is simply food production and expand the field to its scientific and commercial careers, such as food processing and marketing. Even though the Ministry of Agriculture provides some incentives to farmers, they misappropriate the schemes. Access to loans has to be provided for students who have completed their studies and cannot find jobs so that they can also join the field of production. Even though women are dominated by men in both agriculture and in education and food production in Botswana, this trend is changing; there are more female enrolments in agricultural educational institutions than males. The government is trying to create an equitable distribution of resources for women as well. The position of women in Botswana is better than what literature has revealed in sub Saharan Africa.
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Rammolai, Mogadime Lepokane. "The image of agriculture education in Botswana /." Murdoch University Digital Theses Program, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090722.110138.

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Moshokwa, Luccas Kgaugelo. "Managing absenteeism in vocational education in Botswana." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2542.

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Thesis (MTech (Human Resources Management))--Cape Peninsula University of Technology, 2016.
Absenteeism has proven to be a global problem in the workplace, which is further exacerbated by multifaceted factors that cause absence. It is pervasive, inevitable and has an undesirably negative impact on the operations and service delivery of an organisation, if not managed properly. Generally, absenteeism disrupts the work environment and negatively affects the organisation and employees’ morale. A literature search was conducted on the causes, costs, impact, measurements, consequences and strategies of absenteeism in the workplace. Literature on job satisfaction as a concept was also conducted on personal and organisational sources, both content and process theories, and consequences of job satisfaction. The researcher also conducted a survey questionnaire with a sample of employees at DTVET to ascertain their perceptions regarding absenteeism and job satisfaction status within the department. The aim of the study was to identify the main causes of high absenteeism and to determine the status of job satisfaction levels in DTVET. The study identified the causes of absenteeism among DTVET employees, and discovered that reasons are attributed to: work overload; lack of employee health programmes; lack of resolution of employees’ problems; headache problems; inconsistent application of absenteeism procedures; lack of autonomy; lack of an effective performance reward system; backache problems; sick leave entitlement mentality; stomach upsets; and, finally, colds and flu. Findings also revealed that DTVET employees mostly derive their job dissatisfaction from: work overload; bureaucratic processes; benefits; pay; lack of recognition for work well done; and lack of promotion opportunities. This finding also supports Robbins’s (2003:82) conclusions that the consequences of job dissatisfaction may lead to employees missing work, this may also be expressed in various forms i.e. employees complaints, insubordination, steal organisational property, reduce effort, chronic absenteeism, increase error rate, lateness etc. Realistically, absenteeism in the workplace will never be eradicated, however, with proper management interventions, absenteeism rates can be reduced to acceptable levels.
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Mpuang, Kerileng D. "Deaf education teachers' perceptions of issues in deaf education in Botswana." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536754.

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Kataria, Sanjay. "Libraries in Higher Education in India." University Librarians Association of Sri Lanka, 2007. http://hdl.handle.net/10150/106230.

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Paper was presented in ULA of Sri Lanka, 2007 Conference
This was presented at the Third International Conference of the University Librarians Association of Sri Lanka, held on 8 and 9 June 2007, Galadari Hotel Colombo, Sri Lanka. The presentation briefly discusses the genesis of the education system in India from third century to present scenario. This includes formal and informal education, Gurukul and Traditional System, Scientific and Technical Education. The higher education system includes role of the guiding and quality controlling authorities such as UGC, AICTE, NACC etc. The state of libraries in higher education institutions in India and their role is the main consideration of the presentation. The development of academic institutions and their libraries have been discussed from the point of view of government as well as public sector. The presentation also discusses problems related to finance and other issues. The state owned academic institutions face severe financial crisis as the axe falls on the libraries affecting the higher education system and intellectual growth. The major issues of automation, digitization, copyright, institutional repository, consortium support, networks support, staff resistance, training etc. also find due attention in the presentation. It also emphasizes the need of overall restructuring and reframing higher education policies as envisaged by the D.S. Kothari commission expecting six percent budget allocation on higher education. A few recommendations to the UGC are included. The presentation closes with the remarks on emerging trends and future perspectives in the field of libraries in higher education in India.
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Ketlhoilwe, Mphemelang Joseph. "Genesis of environmental education policy in Botswana : construction and interpretation /." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/908/.

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Books on the topic "Libraries and education – Botswana"

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Kann, Ulla. Education and employment in Botswana. [Gaborone]: University of Botswana, 1988.

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Policy on education in Botswana. [Gaborone]: Botswana Federation of Trade Unions (BFTU), 2007.

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Unions, Botswana Federation of Trade. Policy on education in Botswana. [Gaborone]: Botswana Federation of Trade Unions (BFTU), 2007.

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Setidisho, N. O. H. Higher education and employment in Botswana. Paris: International Institute for Educational Planning, 1988.

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The story of education in Botswana. Gaborone, Botswana: Macmillan Botswana, 1985.

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Akinpelu, G. O. Education in Botswana: An annotated bibliography. Gaborone: National Institute of Development Research and Documentation, University of Botswana, 1997.

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Davies, Norman. Secondary technical teacher education in Botswana. Bolton: Bolton Institute of Higher Education, 1988.

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Coles, Edwin Keith Townsend. Education in Botswana 1966, 1986, 2006. Gabarone: Macmillan Botswana, 1986.

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Education, Botswana Ministry of. Information brochure on the Ministry of Education. [Gaborone]: Tshipidi Promotions Botswana (Pty), 1991.

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Zweizig, Douglas. Libraries and literacy education. Washington, D.C: Dept. of Education, 1988.

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Book chapters on the topic "Libraries and education – Botswana"

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Lekoko, Rebecca. "Botswana." In International Perspectives on Older Adult Education, 47–57. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_5.

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Impagliazzo, John, John A. N. Lee, Sue McKnight, and Nicki McLaurin-Smith. "Digital libraries." In Quality Education @ a Distance, 109–11. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35700-3_12.

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Moodie, Gavin. "Libraries." In Universities, Disruptive Technologies, and Continuity in Higher Education, 47–62. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-54943-3_3.

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John, Bridget Poppy, David Wilmoth, and Brian Mokopakgosi. "Botswana Country Hub: Africa’s First Education Hub." In International Education Hubs, 145–64. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7025-6_9.

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Fox, Edward A., Marcos A. Gonçalves, and Neill A. Kipp. "Digital Libraries." In Handbook on Information Technologies for Education and Training, 623–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-662-07682-8_39.

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Kereteletswe, Coach, and Ian Selwood. "The Implementation of Item in Botswana." In Management of Education in the Information Age, 47–61. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35689-1_5.

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Liebaers, H., W. J. Haas, and W. E. Biervliet. "Education and Training." In New Information Technologies and Libraries, 336–37. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-5452-6_44.

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Ruele, Victor. "The Localisation of Technology Education Curriculum in Botswana." In Contemporary Issues in Technology Education, 33–43. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3010-0_3.

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Molosiwa, Serefete M., and Jabulani Mpofu. "Practices and Opportunities of Inclusive Education in Botswana." In Inclusive Education in African Contexts, 65–84. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-803-7_5.

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Fabbro, Elaine, and Jennifer Rempel. "The Role of Academic Libraries." In Handbook of Distance Education, 158–72. Fourth edition. | New York : Routledge, 2019. | Previous edition: 2013.: Routledge, 2018. http://dx.doi.org/10.4324/9781315296135-14.

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Conference papers on the topic "Libraries and education – Botswana"

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Mukanova, Polly, and Sabina Eftimova. "LIFELONG LEARNING AND LIBRARIES: BEST PRACTICES IN BULGARIAN PUBLIC LIBRARIES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1383.

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"PERSONALIZING DIGITAL LIBRARIES FOR EDUCATION." In 2nd International Workshop on Web Services: Modeling, Architecture and Infrastructure. SciTePress - Science and and Technology Publications, 2004. http://dx.doi.org/10.5220/0002666602790284.

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Banad, Basavaraj S. "User Education in College Libraries." In Third International Conference on Current Trends in Engineering Science and Technology ICCTEST-2017. Grenze Scientific Society, 2017. http://dx.doi.org/10.21647/icctest/2017/49065.

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Stepanov, Vadim. "The libraries: The transformation formula." In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-209-214.

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Methods and approaches to transforming traditional libraries focused on the collections, to the new type of libraries to be focused on comprehensive facilitation of user intellectual and creative activities and, correspondingly, on advancement of the society being served, are discussed. The author argues that the key principle for the regenerated libraries would be users’ intensive participation in their content development, with the projects as the key method, number of users participating in intellectual and creative activities as the main criteria; and the libraries’ transforming into the community development center as the principal result of this transformation.
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Vo, Minh-Chanh, Yuanyuan Li, Fiftarina Puspitasari, Ee-Peng Lim, Chew-Hung Chang, Yin-Leng Theng, Dion Hoe-Lian Goh, Kalyani Chatterjea, Jun Zhang, and Aixin Sun. "Mobile digital libraries for geography education." In the 2007 conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1255175.1255311.

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Pavlichenko, Irina. "The libraries’ communicating popular scientific knowledge." In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-178-181.

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The author examines how the public libraries could promote scientific knowledge. M. Lermontov Interdistrict Centralized Library System develops programs targeted at different population groups. The project activity is being accomplished in partnership with academic and research institutions, and universities.
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Vangari Mohan, Vishwa, and Achala Munigal. "Use of Community Building Web Technologies in Libraries: A Study of Twitter in American Libraries." In InSITE 2012: Informing Science + IT Education Conference. Informing Science Institute, 2012. http://dx.doi.org/10.28945/1650.

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Mukanova, Polly, Kalina Mincheva, and Sabina Eftimova. "BULGARIAN LIBRARIES IN EMERGENCY CONDITIONS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0313.

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Mostafa, Javed, and Kris Brancolini. "Developing digital libraries education and training programs." In the second ACM/IEEE-CS joint conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/544220.544373.

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Zhou, Wen. "Ubiquitous information literacy education in college libraries." In 2020 International Conference on Big Data and Informatization Education (ICBDIE). IEEE, 2020. http://dx.doi.org/10.1109/icbdie50010.2020.00061.

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Reports on the topic "Libraries and education – Botswana"

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Pollack, Miriam. Democratizing Human Genome Project information: a model program for education, information and debate in public libraries. Office of Scientific and Technical Information (OSTI), September 2002. http://dx.doi.org/10.2172/805764.

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2

African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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