EVALUATION OF EDUCATION TRUST FUND (ETF) LIBRARY INTERVENTION PROJECT IN NIGERIAN UNIVERSITIES OF EDUCATION LIBRARIES

ABSTRACT

The study assessed ETF library intervention funding in Nigerian colleges of education. Its objectives include among others to discover the library services provided by colleges of education libraries before the intervention funding was received, to examine the satisfaction of the users with the services they received before the intervention and to find out the services funded by ETF library intervention and assess the satisfaction of the users with the services. Relevant literatures on the theory and practical application in library funding and financing were reviewed to establish the foundation of the study. The study used the staff in the colleges of education libraries and students as subjects. The subjects were drawn randomly to avoid working with biased samples. Data collected were analyzed using descriptive statistics in form of frequency distribution and percentages. Hypotheses formulated were tested using t-test and the findings in testing the hypotheses revealed differences in services provided by the colleges and services provided from the intervention. The study discovered that the services provided by colleges of education libraries were manual literature searching as reported by 113(23.77%) of the respondents and library users were not satisfied with the services they received from the college libraries before the intervention was received. It also identified that the major services funded from ETF library intervention fund include among others book acquisition/lending service as reported by 87(14.22%) of the respondents and users were highly satisfied with the services funded by the ETF library intervention as recorded in the responses of 195(41.40%). In assessing adequacy of funding it was discovered that the intervention fund was not adequate recorded from 193(40.98%) of the respondents. It established the acceptable mode of disbursing fund to libraries was through the college as identified by 323(68.57%) of the respondents. It finally insistent on use of ETF approved consultants reported by 185(39.27%) of the respondents as the major challenge in managing the fund. The study concluded that funding was essential to college of education libraries and recommended that if teacher education was to be improved library services need to be supported by regular and adequate funding.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TABLE OF CONTENT

 

Declaration………………………………………………………………………………………

Certification…………………………………………………………………………………… Dedication……………………………………………………………………………………..

Acknowledgement…………………………………………………………………………….

Abstract………………………………………………………………………………………..

CHAPTER ONE

INTRODUCTION

1.0              Background to the study…………….………………………………………………1

1.1.1 Education, its role and importance……………..……………………………………3

1.1.2 Role and place of libraries in colleges of education………….………………………4

1.1.3 Place of funding in colleges of education……………………………………………6

1.1.4 Intervention funds in college libraries in Nigeria……………………………………6

1.1.5 Funding for Library services by Education Trust Fund (E.T.F.)…………………….7

1.1.6 Information resource development in higher education………………………………9

1.2             Statement of problem…………………………………………………………………9

1.3            Research question……………………………………………………………………12

1.4            Research hypotheses…………………………………………………………………13

1.5             Objective of the study………………………………………………………………13

1.6            Significance of the study……………………………………………………………14

1.7             Scope of the study…………………………………………………………………..14

References………………………………………………………………………..16

 

CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0            Introduction…………………………………………………………………………18

2.2             Roles and place of libraries in colleges of education………………………………20

2.3             Place of funding in college library management……………………………………23

2.4            Intervention funds in college libraries in Nigeria……………………………………24

2.5             Funding for Library services by Education Trust Fund (E.T.F.)……………………25

2.6             Information resource development in higher education……………………………26

2.7              Funding for Library services in Nigeria……………………………………………27

References………………………………………………………………………………….30

CHAPTER THREE

METHODOLOGY

3.0            Introduction…………………………………………………………………………33

3.1             Research method adopted for the study….…………………………………………33

3.2            Population of the study………………………………………………………………33

3.3             Sample and sampling procedure……………………………………………………35

3.4             Instrument for data collection………………………………………………………36

3.5              Procedure for collecting data………………………………………………………37

3.6             Procedure for data analysis…………………………………………………………37

References…………………………………………………………………………………..39

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.0            Introduction…………………………………………………………………………40

4.1             Response rate………….………………………………………………………………40

4.2              Data analysis…………………………………………………………………………42

4.3 Library and information resources and services Nigerian colleges of education libraries have been providing from their budget…………………………………….43

4.4 Library and information resources and services required by library and information users in libraries of the Nigerian colleges of education………………………………45

4.5                Library and information resources and services funded by ETF library intervention

fund……………………………………………………………………………………………………………48

4.6                    Channels of disbursing the ETF library intervention fund to Nigerian colleges of

education libraries…………………………………………………………………..50

4.7                Adequacy of ETF library intervention funds to libraries of colleges of education in

Nigeria………………………………………………………………………………………………………..52

4.8                 Level of satisfaction with servicesrecieving from the college of education libraries

before the ETF library intervention…………………………………………………54

4.9             Library user satisfaction with services funded from ETF library intervention……..56

4.10            Hypothesis one……………………………………………………………………..57

4.11        Hypothesis two ……………………………………………………………………58

References………………………………………………………………………….60

CHAPTER FIVE

SUMMARY OF THE STUDY, SUMMARY OF THE FINDINGS, CONCLUSION

AND RECOMMENDATION

5.0            Introduction…………………………………………………………………………62

5.1            Summary of the Study………………………………………………………………62

5.2             Summary of the Findings……………………………………………………………63

5.3              Conclusion………………………………………………………………………….64

5.4            Recommendation………………………………………………………….…………66

5.5    Bibliography………………………………………………………………………..67 Appendix 1 Questionnaire………………………………………………………………..71 LIST OF TABLES

Table 3.1: Distribution of colleges of education by geo-political zones in Nigeria ………34

Table 3.2: Sample taken from geo-political zone…………………………………………36

Table 4.1: Response rate……………………………………………………………………40

Table 4.2: Response of library staff on types of library and information services provided by

the       college       of       education       libraries       before       the       ETF          library

intervention………………………………………………………………………………………………….44

Table 4.3: Services required by users in college of  education libraries……………………47

Table 4.4: Library and information resources and operations funded by ETF library

intervention Fund……………………………………………………………………49

Table 4.5: Channels of disbursement of funds by the ETF…………………………………50

Table 4.6: Adequacy of funds  received from ETF library intervention project……………53

Table 4.7: User response on level of satisfaction with services receiving from the college

Library before the ETF library intervention……………………….…………………55

Table 4.8: Test statistics on differences between library and information resources and services provided by libraries in colleges of education before receipt of ETF library

intervention fund and services funded by ETF……………………………………57

 

 

 

 

 

 

 

 

LIST OF FIGURES

Figure 1 Response rate………………………………………………………………………41

Figure 2 Adequacy of funds received from ETF library intervention………………………51 OPERATIONAL DEFINITION OF TERMS

College Library: a library established, maintained and administered by college to meet the needs of its students and faculty.

Fund: Money set aside for a particular project.

Funding: Financing of project or services

Information Resources: Items or products and objects which give information.

Information Resource Development: Acquisition of information resources which can serve the need of the users.

Intervention: Involvement in to financing of project or services.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER ONE

INTRODUCTION

1.0          Background to the study

The library occupies an important place in every educational institution. But before it can play its roles successfully, it requires adequate information resources. Information resource simply refers to any media in which information can be stored and retrieved for use. These include print, audio and video, electronic text and images. It is expected that library of whatever type should acquire and process as many forms of information resources as their clientele would require. To this end colleges of education libraries in Nigeria supposed to collect information resources in all formats with adequate depth and quantity for students‟ experimentation and exploration. Such resources should promote studentcentered learning, problem-solving and independent learning. It also should promote self paced learning through provision of self paced resources that enable students to customize their learning based on their ability and to acquire specific skills in their chosen area.

However, the present economic conditions and other factors in Nigeria do not allow libraries to provide adequate information resources and other services to their users. The fundamental reason that could be attributed to this is funding which is necessary in library resource development and management. There are many alternative sources of funding for college libraries in Nigeria and these could be found both among public and private organizations. Modern libraries are turning to cooperation on local, regional and national basis as a solution to information resources development. However, it has been observed that this form of information resources development has not been working properly for Nigerian libraries as the individual user always put the bill for the service, and the economic difficulties being experience in the country is making it difficult for the users to pay for the services; thus, libraries now have resorted to obtaining funding from the Education Trust Fund (ETF) as alternative sources of funding especially when they lack the capacity to embark on information resource development of their own.

Libraries in higher education are supposed to provide varied authoritative and up to date resources that support the missions and the needs of its users. However, information resource development in most college of education libraries is characterized by many problems including dependence of the libraries on foreign publishers for most of their information resources. It is in line with this that Aguolu (1997) posited that libraries in Nigeria can only developed if certain restrictions are removed from their way. These restrictions include poor funding, escalating cost of materials, high rate of exchange of the Dollar and import duties on books etc. A university or college library has the responsibility of ensuring that readers are provided with what they may want to read in terms of books and other information materials. But as there is no limit to what the library can acquire there is a limit placed on what the library could buy for the readers based on its funding. This is important as money for books and other information resources is not always forth coming, and when it comes is not always proportionate to the total information requirements of the users.

However in this era where electronics information resources forms the major sources of information, information resources development in Nigerian college libraries is being transformed from physical resource acquisition to access. This has added cost and required adequate funding as the necessary hardware and software for accessing electronic information must be put in place for it to work. Creth (2006) corroborates this where he states that access to electronic resources on the internet is not always free. Therefore, most discussions on electronic information provision in colleges suppose to center around cost for access, software and hardware requirement of the library etc. Perhaps if users are to pay for the costs there are likelihood that many students in our colleges may not afford to pay for library services and hence would be denied access to information resources. This would also create a serious problem in higher education in the country as information is considered central to the process of learning and research.

Education, its role and importance

Education encompasses teaching and learning specific skills, and also something less tangible but more profound the imparting of knowledge, positive judgment and welldeveloped wisdom. Education has as one of its fundamental aspects the imparting of culture from generation to generation. Educational systems are established to provide education and training, in most cases for children and the young. A curriculum defines what students should know, understand and be able to do as the result of education. A teaching profession delivers teaching which enables learning, and a system of polices, regulations, examinations, structures and funding enables teachers to teach to the best of their abilities. Sometimes education systems can be used to promote doctrines or ideals as well as knowledge, which is known as social engineering.

High rates of education are essential for countries to achieve high levels of economic growth. Educational developments in Nigeria relates to economic developments through advancement in education and application of knowledge in social and economic activities. Education in general according to World Bank report (1999) is fundamental to the construction of knowledge economy. Yet the potentials of education in Nigeria are being frustrated by long standing problems of finance, efficiency, quality, equity and governance. Therefore could it be that our educational policy is faulty or perhaps there are some factors working against the educational development of the country. However, sound educational development is an important consideration in analysis of any country‟s objective for growth, through educational and economic development.

Bako (2009) posits that educational development has become the most effective means of boosting sustainable economic development and re-enforcing competitiveness in face of rapid growth taking place between industries, countries and peoples in the world. He added that evidences have shown that research and development generated by educational institutions has contributed to the rise and expansion of knowledge economy and the establishment of imperial knowledge control of developing countries in the on-going process of globalization and its uneven development. This particular point has made knowledge accumulation to be the most important and dominant form of today‟s capitalist accumulation, responsible for launching the advanced countries to the top of the world, by their control of the most advanced social and human capital formation, economic development and improved living conditions. It is in the light of this that library and information professionals in Nigeria needs to increase accessibility to research findings with a view to improving the knowledge base of the people and the socio-economic well being of the country.

Roles and place of libraries in colleges of education

The college library is presently standing on a crossroad and must try to find a useful balance between the traditional library functions and methods, and the new challenges. The college librarians supposed to pay a tremendously high price in preserving traditional services and embracing the technological advances. This notwithstanding, it must be paid if the librarian wants to impose or remain the mediator between the user and information. It is reasonable to state that one of the most important tasks of any librarian is to build up the library collection since “the curriculum and library of a college constitute its lifeblood stream, the library being the blood cells” (Cox-George 1992, 53). If one is interested in the library being more than a book room, then he must seriously consider collection development. Collection development and funding would do well with the implementation of proposed modern facilities and the implications for resource sharing and increased access to information beyond national boundaries. In this information age, the library need no longer ”own” a resource if it could gain access through sharing for less.

According to Drake (1996) the challenges to higher education is frightening because no one can predict the future of technology including the pattern of teaching and learning. At present there are many competing and conflicting forces in the educational sector and the situation is likely to remain so for the immediate future. The old ways of doing things is giving way to a one that depends on technology and traditional structures and methods of teaching and learning are giving way to a new order yet undefined. Therefore, funding for library services should reflect the transformation going on in educational sector including adoption of technology and methods of teaching and learning. As new courses are being introduced, method of communication also change and all these require to be addressed for by the information system within the campus.  

Belcore (1995) maintained that digitization is something that offers many advantages to libraries. These include better access to sources of materials, easier preservation and extension of library collection. The ability to search is available through online searching where a single electronic item can be accessed from many locations to many simultaneous users. Copies of electronic materials can be delivered with speed and can be reformatted to the convenience of the reader. Preservation in digital world does not depend on having a permanent object and keeping it under guard, but on the ability to make multiple copies with the assumption that at least one will survive. But the major risk to digital objects is not physical deterioration but technological obsolescence. Therefore, the challenge in information resource development in colleges of education and funding agencies is about how to keep up to date in terms of technology that produce access.

 

Place of funding in college library management

Finances are in the heart of library services for without finance the library would be crippled. Libraries should be managed in a manner that permits and encourages the most effective use of resources. ALA (2007) stated the standard for budget provision in higher education libraries to include preparation, justification and management of finances based on libraries objectives. Budget should meet the expectation of the users and must be in line with institutional needs. Libraries should utilize financial resources efficiently and effectively following financial regulations of their funding organization including authority to apportion funds and to initiate expenditure.

Funding for library services takes many forms including donation of materials, journals, library furniture or equipment, physical cash, training and or access to web based sources of information. The donor could be individual, government or Private Corporation. The objective of any funding programme is to aid the library discharge its responsibilities by putting the bill or by providing the materials and equipment required to maintain a service. Whatever form of funding a library receives the funds must be used for the purpose the donor intended. It is unethical to divert donations and aids for purposes not intended by the donor; as this, attitude may discourage potential donors from donating or funding services in the library. To this end intervention program as we have in Nigerian colleges of education ought to be administered in the manner that will benefit all. The services that are funded should be subsidized and must be relevant to the user‟s interest otherwise it may not be patronized.

Intervention funds in college libraries in Nigeria

Teacher education in Nigeria derives its objectives from the needs of the country to impart skills, experiences and competencies to develop and survive in the competitive world of modern society. The objectives include provision of information, application of information in solving identified problems and demonstration of a correct attitude towards individuals, ideals and materials. As a result, teacher education needed to be accorded maximum support to make it occupy it deserves position in the economy. However, as it can be seen in Nigeria today education has become a major area of concerns to well meaning Nigerians.

The aims and objectives of teacher education in Nigeria is anchored on five value objectives as enshrined in the National Policy on Education (1981). These are:

• Production of highly motivated, conscientious and efficient classroom teachers for all levels of the educational system.
• Encouraging the spirit of enquiry and creativity in teachers.
• Helping teachers to fit into the social life of the community and society at large and enhancement of their commitment to national objectives
• Provision of teachers with intellectual and professional background adequate for their assignment and to make them adaptable to any changing situation not only in the life of their country but in the wider world.
• To enhance teachers commitment to the teaching profession

However, it is evident from the above that the aims and objectives of teacher education in Nigeria are not only based on the production of teachers in large quantity; but also in imparting professional skills and techniques Possession of a body of knowledge and understanding. To achieve the goals of education in the country fund are required to sustain the system.

Funding for library services by Education Trust Fund (E.T.F.)

The library can fulfill its educational objectives in teaching, learning and research through the acquisition of relevant information. Academic libraries continue to operate in financially restrictive environments and often under increasing external economic pressures.

There is frequent mention in the literature for instance Moyer (2005) wrote on „budgetary pressures‟, Holt (2005) researched on „budget cut and Nevo (2005) explored „funding crisis‟ and Huang (2006) declares that funding is „increasingly problematic and competitive. Libraries are expected to provide services to match the expectations of their users. Managers and financial administrators, as well as customers, expect, and rightly so, a business-like approach with cost-effective services and value for money. Therefore acquisition of materials in the library now revolves around issues of funding, quality, accessibility, manageability, cost and budget, and availability and usage. Funding or inadequate financial resources allocated to libraries have been affecting the services of college libraries n Nigeria.

Generally, the availability of relatively adequate funding would enable libraries to renew journal subscriptions and develop a collection of non-book materials to support activities in learning teaching and research. Modern technologies are placing not only operational, technological and strategic burdens on libraries and their staff, but also a very real financial weight. Patrons expect instant connectivity and integrated access. In this context, libraries need to become more financially confident, to develop better marketing and public relations skills and, critically, to acquire more expertise in matters financial. These matters – financial relate not just to the management of budgets and resources, but to actually increasing and generating additional revenues.

Gotwals (2005) describes the financial situation of libraries and conclude that clearly most libraries, needs to go beyond the capacity of the operating budget provided by the institution‟ by looking more vigorously at alternative income streams and more on nontraditional ways of raising finance as intervention. Despite the vulnerability of the Nigerian libraries many libraries have successfully attracted additional funds, shared or reduced costs participated in projects with other libraries and partners and forged strategic alliances that have resulted in economies of scale. Many others have reacted positively and creatively and have become adept at managing resources and budgets. Libraries have developed collaborative strategies and partnerships that have become well established, such as consortium approaches to buying electronic resources, datasets and databases.

Information resource development in higher education

The primary clients in a library of an institution of higher learning are students who have varying levels of experience on information seeking and who are also distinguished by their courses and enrolment in general courses. Other clients in the library are staff, and the members of community who may have the need for information. All the resources and services provided in a college library must recognize the users of the library. Services must be designed to support the students and to facilitate academic success. Library services must be designed to support the students and to facilitate academic success. Library services must provide access to broad range of information resources based on needs. The services should be designed to serve as gateways to library and information service inquiry including preparing students for graduate work, research, and use of sources of information. Therefore, intervention project to be provided in colleges of education libraries must be directed towards what would benefit the users in their academic endeavor.

1.2          Statement of problem

The Centre for Higher Education Studies (2010) identified that the antecedents that led to the establishment of ETF in Nigeria were government policies on funding and general macro-economic policies affecting the funding capacity of educational institutions. That by 1985 government officially declared its intentions for making use of market mechanisms as instruments of development policy. The Structural Adjustment Programme was introduced to run for five years from 1986 to 1991, immediately following the economic stabilization period in the early 1980s, which was aimed at reducing budget deficits and huge import bills. The ideological shift had a profound effect on all sectors of the economy, but especially public sector institutions that had until then been run at non-competitive prices or not-for-profit. All educational institutions including universities fell into this group. However, apart from the shift in mainstream funding, there have been other efforts to source funds for the education sector both within the government and through non-governmental efforts such as the Education Tax Fund set up in 1993 from the recommendation of Longe Commission (1991) on the Review of Higher Education in Nigeria. The Commission recommended for 2% Higher Education Tax on company profits. The money if collected is to be used specifically in the following areas:

1. i) Students work centres ii) Staff development and conference attendance iii)          Higher education library system iv)    Research
2. v) Procurement and maintenance of equipment vi) Higher education book development.

According to ETF Bulletin (2003) the education Tax Fund (ETF) was established under Act No. 7 of 1993 and amended by Act No. 40 of 1988 to improve the quality of Education in Nigeria through fund provision. To enable the ETF achieve its objectives, Act No. 7 1993 as amended was created to impose 2 percent Education Tax on the assessable profit of all registered companies in Nigeria. The Federal Inland Revenue Service (FIRS) is empowered by the Act to assess and collect Education Tax. The Fund administers the tax imposed by the Acts, and disburses the amounts to educational institutions at Federal, state and local government levels. It also monitors the projects executed with the funds allocated to the beneficiaries.

The Act empowered the ETF to impose 2% education tax on assessable profit of all registered companies in Nigeria. The Federal Inland Revenue collects the tax on behalf of the ETF. The ETF administers the tax and disburses money to educational institutions at Federal, State and Local Government Levels. It also monitors the project executed and determines beneficiaries.

The objectives of the ETF as stated in ETF bulletin (2003:1) include:

• Provision of funding for educational facilities and infrastructural development.
• Promotion of creativity and innovation in education services.
• Support and enhancement of improved activities in educational foundation such as teacher education, teaching practices library development etc.
• Promotion of technology in teaching and literacy program.

College of education library supposed to respond to the needs of the community in their colleges more especially as the library is the heart of the colleges. It provides important services which leads to the realization of the goals of the colleges in teaching, learning and research work. But before the colleges of education libraries can provide the services needed by the library users in the colleges it need to acquire relevant up to date materials that can satisfy the information needs of the users. However, as observed by the researcher many of the colleges of education libraries could not meet the demands for books and other reading materials due lack of funding. They could not provide some services because the facilities and resources to provide the services were not in place. Important service as book circulation which allows student to borrow books from the libraries is being provided only on a minimal basis to staff only because there was not adequate number of books. Although there is a paradigm shift in educational services delivery online hybrid, and other alternative sources of information are not employed by the libraries in the colleges. Whereas, to help students engage in learning, to meet their educational and personal needs there is the need to introduce changes in information service delivery which challenge the old model the libraries have been adopting. Indeed, college of education libraries need to change their ways to meet the needs of their community, to offer more services, provide technical support services, and collect materials in a greater variety of formats. The question to ask is, how possible is it for the college libraries in Nigeria to achieve these without adequate funding? Perhaps, it could be assumed that the libraries could not achieve any of these with the present state of funding.

The ETF came to the aid of the colleges in 1999 to intervene in funding library services. This has since been making significant impact in the colleges as services which the libraries could not offer are running in most of the college libraries in Nigeria. Most of the libraries in the colleges are being stocked with books, provided ICT facilities often with internet connectivity and other facilities and equipment. But the issue now is to identify the services and resources funded by the ETF in the libraries and to determine the relevance to the users and the libraries. No library can boost of being able to acquire all that it needs because of financial constraint and thus since ETF has come to aid the libraries in colleges of education we may assume that the funding being received from ETF is adequate to afford the libraries to provide for essential needs. We may also assume that the funding being received from ETF is not adequate because the libraries need more money for many of their services. The inadequacy of the funds may be attributed to high cost of the materials.

One other area which has been observed to be of great concern for the libraries in colleges of education is the issue of aging for print collections. This is a critical issue, considering the fact that the library collections in most college libraries are old and outdated. The average publication date of library materials as observed is 1990, excluding the college archival materials. Association for College and Research Libraries (ACRL)

(2000) recommends an acceptable age standard for materials at 5-10 years for books and electronic resources. This calls for adequate funding of the colleges of education libraries in order to update their collections to a standard relevant to the programs being offered by the colleges.

Information service provision in college of education supposes to be in line with the trend in modern educational services. The modern educational services emphasize the use of computers and related software, in teaching and learning. The traditional chalk and board supposed to give way to technology as the print era is gradually being replaced by electronic publications. Research in collages is also becoming inter-disciplinary and specialized in some senses and scholarly communication is moving away from print to the electronic systems. It is in line with the above that a study of this nature is being contemplated to assess the ETF library intervention project in libraries in the Nigerian colleges of education with a view to identify its effects in library services and resource building.

In a similar endeavour Abubakar (2002) studied the World Bank loan facilities in Nigerian university system. The World Bank is a private international profit making organization whereas; the ETF is a local solution to the problems bedeviling educational services of the country including library services. Therefore, assessing the ETF library intervention project will provide insight in to the effects of the funding on library services and resource building efforts of libraries.

1.3          Research question

The study will seek answers to the following questions:

• What are the library and information resources and services Nigerian colleges of education libraries have been providing from their budget before ETF intervention project?
• What are library and information resources and services required by library and information users in libraries of the Nigerian colleges of education?
• What are the library and information resources and operations funded by ETF library intervention fund?
• What are the channels of disbursing the ETF library intervention fund to Nigerian colleges of education libraries?
• How adequate is ETF library intervention funds in the Nigerian colleges of education libraries?
• To what extent are the library users satisfied with the resources and services funded by the ETF?

1.4          Research hypotheses

• There is no significant difference between library and information services provided by libraries of colleges of education in Nigeria before receipt of ETF library intervention fund and services funded by ETF.
• There is no significant difference between services desired to be provided by the ETF in libraries of colleges of education and adequacy of ETF library intervention funding to colleges of education libraries in Nigeria.

1.5          Objective of the study

The study will have the following objectives are to:

• Find out the library and information resources and services Nigerian colleges of education libraries provided from their budget.
• Determine the library and information resources and services required by library and information users in libraries of the Nigerian colleges of education.
• Establish the library and information resources and services funded by ETF library intervention fund in Nigerian colleges of education libraries.
• Discover the channels used to disburse the ETF library intervention fund by ETF to

Nigerian colleges of education libraries.

• Establish the adequacy of the ETF library intervention funds to libraries of colleges of education in Nigeria.
• Find out the extent to which library and information users in Nigerian colleges of education libraries are satisfied with the resources and services funded by the ETF in libraries of the colleges of education in Nigeria.
• Determine the differences between library and information resources and services provided by libraries of colleges of education in Nigeria from their budget and library resources and services funded from ETF library intervention fund.
• Discover the difference between resources and services required by the users in the libraries of colleges of education in Nigeria and adequacy of ETF library intervention funds to colleges of education libraries in Nigeria.

1.6          Significance of the study

The study is significant in the sense that it will provide information on the effects of ETF library intervention funds in colleges of education libraries in Nigeria. The study will assist librarians to assess the ETF library intervention funds to determine its effects in improving library resources and services in the colleges of education libraries in Nigeria. It can also be used by ETF management assess the extent to which their intervention is improving library services in the colleges. Above all the study can be used as addition to knowledge in library intervention in Nigeria.

1.7          Scope of the study

The study will cover the period from January 2000 to December 2010; that is, ten (10) years. It covered only the colleges of education funded by the federal and state governments in Nigeria including the single military college of education in the country. The study concerned itself only with resources and services funded from the ETF library intervention funds in the colleges of education libraries and not with other funding arrangements receiving by the libraries in these colleges. Therefore, even if ETF is doing something within the college that does not relate to the library it was not within the scope of the study to cover it. Therefore, findings from the study were only applied to the ETF library intervention funding and not applied to other funding within the libraries in the colleges of education in Nigeria.

1.8                  Limitation of the study

The limitation of the study is that it covered only certain the period from January1999 to December 2009, whereas; ETF intervention to colleges of education libraries is a continuous project with no date of ending. The period was taken to set a time frame for the study so that anyone wishing to embark on a similar can pick from where the study stopped. It is also important to set a time limit for this type of assessment as the project involved in the study supposed to be continuous and never ending.

 

 

 

 

 

 

 

 

 

 

 

 

 

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