Distant libraries for distance education in the South Pacific

Library Acquisitions:

Practice and Theory, Vol. 10.

pp. 55-66. I!986

0364-6408/86

SO3.00+.00

Copyright 0 1986 Pergamon Press Ltd

Printed in the USA. All rights reserved.

COLLECTION DEVELOPMENT AND ACQUBI27ONS IN A DISTANCE LhXRNING ENVIRONMENT, I

DISTANT

LIBRARIES FOR DISTANCE EDUCATION IN THE SOUTH PACIFIC ESTHER W. WILLIAMS University Librarian, University of the South Pacific, Suva, Fiji

Abstract7?te University of the South Pacific (VSP) places a high priority on distance education. Here, library provision for external students is examined, in particular: library acquisitions for extension studies; the division of responsibilities among the main on-campus library and the various USP Center libraries in the islanris served by the university; selection of titles and the quality of the library collections: textbooks for external students: use of services (book loans, periodical artich photocopies, reference, and information services). 7he particular problems of the USP Library, which serves geographically scattered, deveroping blands, are considered, including specific library problems such as the non-use of resources by students, and staff shortages in USP Center libraries. Reference is made to coopera rive arrangements between the USP Library and other libraries in the region. Finally, problems andpossibilities in the future are discussed, including funding difficulties (and dependence onforeign aid), and the implications of technologicaldevelopments.

INTRODUCTION In 1972 students enrolled in extension courses offered by the University of the South Pacific (USP) numbered 355. In 1984 the total was 5643. In 1972 eight courses were offered in the extension mode. In 1984 there were seventy-five, twenty-three being degree courses. In 1972 there were three University Extension Centers in three of the eleven countries that make up the USP region. In 1985 there are nine: Fiji (1971). Kiribati (1971). Solomon Islands (1971). Tonga (1971). Cook Islands (1975). Niue (1976). Tuvalu ( 1977). Western Samoa (1977). and Vanuatu (1980). Undoubtedly the growth in this area of the university’s teaching is high, and there is every reason to believe that this growth will continue. Definitely distance education has enabIed more people 55

E. W.

56

WILLIAMS

who are educationally and socic+economically disadvantaged and isolated to qualify for entry to university study or to pursue an education suitable to their needs without leaving home, job, or family. The University Grants Committee of the University of the South Pacific (1985-1987). in recognizing this growth (as have previous UGCs), made the following statement in its report: The re-allocation

of existing. or the allocation of new. recurrent resources to the schools. and if necessary

to extension services to encourage the expansion of courses for non-residential

students deserves a very

high priority within the university [I].

Given this emphasis on distance education, those involved in distance teaching may have a number of “how-do-youdo-it” questions, for instance: l l l l

l l l

How is this rapid growth in enrollments handled? What resources are available to students enrolled in extension courses? Are these resources meeting the students’ needs? Are laboratory facilities available for the isolated student enrolled in science degree courses? Are there other learning aids available to students? Do students have access to any student counselling services? Are there organized tutorials?

In this article I intend to cover only the question that deals specifically with the provision of library resources for students studying in the extension mode. 1 will cover the areas of: 1. 2. 3. 4. 5.

library acquisitions for University Extension Centers; provision of textbooks for the extension student; problems we have encountered; solving problems our way; role and future of the library in distance education in the South Pacific region.

GEOGRAPHlCAL

BACKGROUND

The University of the South Pacific region includes the Cook Islands, Fiji, Kiribati, Nauru. Niue, Solomon Islands. Tokelau, Tonga, Tuvalu, Vanatu, and Western Samoa. The islands range in size from Tokelau with a population of 1600 to Fiji with 634,100 (1984). The total population of 1.5 million is spread over the vast Pacific Ocean covering 30 million sq. km., of which only 65,000 sq. km. (2%) are land. Most of the island countries in this region are in the low income group with GDP per capita ranging from U.SJ.304 (Niue) to U.SJ.1465 (Fiji). Incomes are agriculture-based, with recent developments occurring in the tourist and primary and manufacturing industries. The people are diverse. with over 700 different languages; complicated and complex because of their strong respect for their customs and social institutions; isolated because of the vast ocean separating them. Despite this diversity there is a common concern to improve their lot. Education is seen as a means to achieving this goal. As more people become educated, they are able to utilize their skills, opportunities, and knowledge to guide their countries toward providing adequately the basics of life-food, clothing, shelter-and toward the future without losing too much of their Pacific cultures and traditions unique to their lifestyles.

57

Libraries and Distance Education in the South Pacific

THE UNIVERSITY OF THE SOUTH PACIFIC The first students were admitted to USP in February 1968. Pm-degree, sub-degree and degree programs were planned to meet the needs of the governments at the time. Academic activity adopted a general approach of groups of disciplines located within schools of a broad developmental orientation. These schools still exist: Education, Natural Resources, and Social and Economic Development. Underlying this is the approach that “the provision of appropriate levels of education and training [must be] responsible to the well being and needs of the communities of the South Pacific” (The Charter of the University, 1970, p. I). In 1971 the university began to offer courses in its Diploma in Education program to the region through extension studies, aiming to meet the needs of teachers of both junior and secondary schools. There were 154 students. Courses were equivalent in content and standard to those taken by full-time students on campus. Courses offered now are more broadly-based, not only catering to practising teachers but also providing education of a more general kind and reaching out to other employees in the public and private sectors. Table I illustrates the growth in the area of teaching. There has been an increase in foundation course enrollments (by 90% in 1984 over 1983) and degree courses (by 15% in 1984 over 1983). On-campus full-time students number 2043. With these numbers it seems logical that USP should establish a stronger presence in the countries it serves. The work of Extension Services (“mirror(ing) the mind of the university throughout the region. . . ” 121)is mainly through the Extension Centers, the quality and work of staff that visit the countries, and the regional programs it conducts. Very early it was recognized that there was a need to expand resources, including library resources, for extension studies. Because of a multitude of problems, including the financial one, this expansion did not occur until recently. The Regional Conference on Future Directions for the University of the South Pacific held 12-15 December 1983 addressed closely this question, raising various ideas of conducting courses in the extension mode without incurring excessive costs, as the university had not had an increased budget since 1982. Suggestions included the use of videotaped teaching material, introduction of summer school courses taught face-toface by USP staff, transfer of USP staff to regional centers for a semester at a time to teach their own particular courses, creation of small teams of mobile staff offering a package of in-country courses for one semester and then moving on [3]. But whatever is done, access to a good library is vital for the education of the populations of the island countries. Whether it is a selected, educated elite trained to work within the Western economic framework or a graduate with applied skills and more specifically vocational training. at some time in the course of study the need to refer to library material is inevitable and will progressively become more necessary.

TABLE I. COURSES OFFERED (C) AND ENROLLMENT(E): EXTENSION STUDIES Preliminary

Foundation

Vocational

C

E

C

E

C

E

C

E

CE

1982 1983

IS I7

1984

I9

1369 968 977

I2 I5 22

827 887 1678

I? I9 II

793 801 585

II I7 23

1407 2080 2403

55 68 75

Source: Extension Scrvicu Report to Council, 1984: pp. 9-10.

TOTAL

NJ=

34% 4736 5643

58

E. W. WILLIAMS

Studying by the extension mode is practical and acceptable for the Pacific, and enrollments will increase, but provision of resources for these students will not be an easy task. What then has been done, can be done, or should be done about library resources for external students?

LIBRARY

ACQUISITIONS

FOR EXTENSION

STUDIES

As University Librarian and a teacher for the past four years in the Certificate in Librarianship, a course offered in the extension mode, I have developed a clear understanding and overview of the procedures, methods, and library resources available in the region for distance education. I am also aware of the library service needs of the students who depend so much on the parent institution to supply this resource. But before proceeding 1 must note three concerns regarding the acquisition of library resources for extension studies at USP. The first concern is that for many extension studies programs the planning, developing, and writing of courses are totally isolated from any consideration of availability of library resources. This shortcoming is not peculiar to extension courses; it is also very true for on-campus courses. The library is approached after a course has been approved. The university, in trying to keep up with demand, is developing extension studies courses quickly without too much thought to student support services. Although extension studies are becoming popular and acceptable, library support for them is failing to receive the attention it deserves. My second concern is the low recognition of libraries and information held by some members of the teaching staff and the community. This problem is not peculiar to the South Pacific, being common to many developing countries. This has affected our efforts to stock and staff regional libraries. We need academic staff support for proposed plans for developing library resources for the distant student. We cannot do this job alone. My third concern is that there is a school of thought that believes that library services and resources for the distant student are not necessary. Certainly, when writing library courses we had to take into account the location of the student and whether he has access to a library. Our package had to be complete with readings and other learning aids. And of course if we went by the principle, understanding and basis of distance education access to a good library may not be necessary. Instructional materials are self-paced and as self-dependent as possible. However, if we are to accept, as Tom Kaye says, that . . . it is not only to obtain conflicting views that a student needs to have access to a well-stocked library; it is the very essence of what is normally understood by a university education. Its absence is perhaps the single most serious limitation of distance education at university (or indeed, at any) level [4]. then the provision of library resources in every regional center library, including books, journals, and also textbooks, is a priority. Feedback from students-verbal, in academic performance-confirms this view.

a wide range of by letter, and

THE METHOD Library services to USP external students prior to 1982 were minimal. In 1982 the university agreed that it was time to organize more systematically the provision of library resources for its external students. It was agreed that the University Library should be responsible, because external libraries must be made an integral part of the University Library system. Today, although the services provided are minima1 and leave much to be desired, at least a start has been made.

59

Libraries and Distance Education in the South Pacific

ImItt

‘Ibnga Center Library/Ministry

Center

of

Education Resources Center (amalgated 1983)

Library Niue Center Library

Solomon Islands Center Library /

7

Kiribati Center Library q

/

Vanuatu Center Library

\ Cook Islands Library/ 4 USP Center Library (amalgated 1982)

b

,r

USP Library Suva Campus l l l l l

School of Agriculture Library. Branch 4

Library. Reference, Information, Dissemination, Interloans

l

l

l l l l l

l

Western Samoa b Center Library

Acquisitions Cataloging Classification Storage Interloans Reference Information Document Delivery -I&books Bibliographies Handbooks

Figure 1. USP Library System: Exidng

Infrastrudure.

Library services for extension students are provided by the USP main campus library; USP center libraries; and national, public, and other libraries in the region. Services to staff are provided mainly by the central library (see Fig. 1). The center libraries are part of the USP Extension Center established in the different countries. They are small in physical size, with limited collections, cramped and staffed by non-professionals (see Table 2). It is in these centers that books acquired for extension courses are deposited permanently. Although the main library orders, processes, and catalogs all the books and resources required by the centers, the staffing of the center libraries is the responsibility of the Extension Services. No research has been carried out on external students’ use of existing library resources in the region, but the following libraries are accessible to USP extension students: Kiribati National Library Solomon Islands National Library Tuvalu National Library Nelson Memorial Public Library Niue Public Library Vanuatu National Library Special libraries of government and private enterprises The isolated student is disadvantaged most, because the only collection he may have access to, if he is lucky, is either a school library collection or a special library, and even then these libraries will be inadequate for his needs. He is very much on his own.

60

E. W. WILLIAMS

TABLE 2 USP CENTER LIBRARIES, 19831984 Annual Bookstock Cook Islands

14.137

additions 4Qo-6tM

(Est. 1975)

Readers

Staff

Notes

3923

I with NZ Cert.

In July 1982 the USP

Students

I with Lib. Cert.

Center Library and Cook

and public

(full-time)

Island Library

2 Other (full-time)

amalgamated.

Staff costs

met by Cook Island Government Kiribati

5ooo

2tNI-400

n/a

I Other (full-time)

Students

(Est. 1971)

and public Niue

3481

300-500

n/a

4500

300-4tM

500

Solomon Islands

Staffed by Satellite Operator (not full-time)

(Est. 1976)

Students

(Est. 1971)

I with Lib. Cert. (full-time staff)

and public I5.ooo

Tonga (Est. 1971)

5oct-6oo

490 (5264 used the library in

I with NZ Cert.

Ministry of Education,

2 Others

Resources Center and

(all full-time)

share staff costs

and public

(Est. 1977)

1983. USP

and Tonga government

Students

Tuvalu

USP Center Libraries amalgamated

1984)

n:a

Staffed by center staff

Students

(not full-time)

and public Vanuatu (Est. 1980)

IO0 Students

Staffed by Satellite Operator (not full-time)

and public Western Samoa (Est. 1977)

n/a Students

Secretary/ typist is in charge (not full-time)

and public

The services provided include: - Loans-by post Interlibrary loans- by satellite and post - Document delivery-by post - Bibliographies- by post - Reference service- by satellite and letter Information queries-by satellite and letter - Computer search-by letter, telephone, interviews - Textbooks. l

l

The main campus library at Suva liaises closely with the center libraries to provide the services in the previous list.

Libraries and Distmce

Education in the South Pacific

61

LlBRARY BOOKS The procedures for ordering for Extension Center Library collections follow those procedures for on-campus teaching. Orders for titles are received from the lecturer responsible for a particular course. The Acquisitions Section of the library orders one copy of the request for a selected number of centers or all the centers. depending on the requirement. Seldom does the library purchase multiple copies for one center, as library funds are not allocated for the provision of textbooks for center libraries. As it is. frequently we purchase eight copies of titles requested for center libraries, as almost all courses are being offered at all centers. Numbers enrolled may differ, however. Apart from the required books there are additional titles necessary for courses offered, particularly reference and basic books. This is where the problem lies: eight sets each of the Encvclopaedia Britannica, the Oxford Dictionary, The Times Atlas of the World, science dictionaries, etc. The annual budget of P$l70,000 for the whole USP library system (one main library, one branch library, and eight center libraries) does not go far at all. With the average cost of science books being U.S.S24.00 and art books U.S.$l5.00, stocking the center libraries as well as an understocked main library is a considerable and expensive task. The resources available have been spread very thinly. Aid funds from the Australian, Dutch, and Japanese governments, and from the British Council have allowed us to stock these libraries with some of the necessary reference books, but this is still inadequate. What then should the quality of the collections of these libraris servicing the external students be? The “Guidelines for Library Services to Extension/ Non-Campus Students: Draft of Proposed Revisions” [5] are too general and brief to be a useful guide for us. Anyhow, it would not be desirable to set definite standards for size, staff, and budget services for the countries of the region, as library facilities, their specific purposes, and the needs of the institution vary in quality and quantity. In some of these countries the libraries enhance the extension programs, whereas in others their effects are unclear. It will certainly be difficult to answer the questions: How and to what extent do libraries enhance distance education programs? Are libraries used? Are libraries undervalued as sources of information? USP has tried to provide as much as possible, and within the resources (recurrent and aid) available, priority library material as required by users of the library services. Despite the quality, the University Librarian maintains that the collections in the USP library system are made available to all external students either by them visiting the libraries or through interlibrary loans. It should be noted here that the USP library system also has a public library function. and services are extended to users outside USP.

TEXTBOOKS Textbooks for external students are set by the course tutor. All students are informed early of the textbooks required for a particular course and of the estimated costs. The purchase of these textbooks is handled by the textbook coordinator responsible for Extension Services requests, working in close liaison with the Book Center Manager, who is stationed in the library. Requests are submitted six months before the course is offered. Occasionally textbook requests are made rather late, and this has caused problems. The Book Center Manager places orders for textbooks with book suppliers in Britain, the United States, Australia, and New Zealand, with numbers varying from 50 to 300 copies of a title. In 1983 seventy-seven titles were ordered; in 1984 forty-six titles were ordered, mainly a “topping up”

62

E. W. WILLIAMS

exercise. Twenty percent of the orders are usually for books written and produced in the region. This illustrates our dependence on books published abroad. When received, the books are sent to Extension Services in Suva. These are then dispatched to various centers on the advice of center directors. External students are expected to pay for these books. Because of the difficulty of getting students to purchase textbooks that are necessary for a course but costly, the Extension Services operates a sliding scale fee. This allows the student to have a personal copy of a textbook at low cost for the duration of the course. The student is also given the option and opportunity to purchase a personal copy.

USE OF SERVICES The library is trying to ensure that external students have access to library services and resources not less than that normally available to internal students. Because of this commitment, in many instances students studying by extension are favored to some extent. The following provisions are intended to motivate and compensate for the isolation of distant students.

Loans Extension students are aware that they can borrow from the center and main library collections. If these facilities are accessible, all library services offered to internal students are available to them also. They are obliged to respect library procedures and regulations and have access to staff assistance whenever needed. However, students who do not have access to the main collection and wish to make a request for books are allowed to do so. Like the isolated students who do not have access to any type of collection, they can write directly to the main library in Suva or to the center library with their requests. The library processes these requests immediately and sends the books by Extension Services courier to the center or directly by post to the student. Allowance is made for delivery time in setting the loan period. The responsibility for the security and proper use of the book rests with the student.

Periodical Article Requests and Photocopying Often the main library receives requests for periodical articles. Requests are received either by letter, telephone, or satellite message. The library processes these requests immediately and dispatches the request to the student directly by normal post or to the center using the Extension Services courier. Charging for photocopying services is the same for external students as for internal. However, if the center makes the request for an article required by a number of students, photocopying is done at no charge to the students. One may ask: How do external students know the holdings of the main library in order to make a request? Although the library’s catalog is not available in the centers, library publications- Recent Additions, South Pa@ Bibliography, South Pacifc Periodicals Index-are regularly produced and distributed within the region. The external student can use these as guides. Also library guides to the use of the collection and subject guides-English, Education, Sociology, History, Geography, Chemistry, Biology, Physics, Mathematics-are deposited in all center libraries and are given to external students free of charge if a request is made.

Libraries and Distance Education in the South Pacific

63

Reference and Information Services These services are available to both internal and external students. Center libraries receive these requests and try to fulfill them. Failing this, the requests are sent on to the main library in Suva by letter, telephone, or satellite message. Often requests are sent directly to the main library by the student. Many of the requests have been related to subject literature searches, provision of listings on special subjects, or clarification of certain references.

OUR PROBLEMS

AND SOLUTIONS

The depth and range of problems we face are great. We have to tackle not only the common problems of distance, isolation, poor communications and limited financial support, but also the problem of low esteem in which libraries are held by staff, students, and governments, the growing dilemma of providing enough good quality education that fits the needs of the country at the expense of the region’s unique cultures and traditions, and the great leap forward into the twenty-first century that the island nations may have to take. There is also the problem of increasing populations, already young in structure. Faced with these problems, one is forced to be practical and realistic when planning the provision of resources for extension studies. While at USP, 1 have found that the single most common problem facing libraries in the region is the non-use of library resources and services. This stems mainly from students’lack of awareness of the usefulness of libraries and their inability to identify their own needs. The tutors’ carefully packaged course materials have made library services a lower priority for external students. The most obvious solution to this problem is more publicity and promotion to the importance of libraries in education. The USP library system has tackled this problem in a number of ways: library instruction to internal and external students who have access to a center library or the main library, announcements in newsletters of current and topical additions to the library collection, a brochure on the Pacific Information Center based in the library, which serves all students and other users’ information needs, issues of library guides. But it seems that all these are inadequate. It is imperative that a systematic program of library education for external students be prepared. An associated problem is the shortage of trained staff in the center libraries. Obviously a satellite-operator-cum-library-assistant (untrained) in the center libraries cannot meet all the needs. This is unfortunate, because the profession of librarianship is belittled. There seems to be little understanding on the part of the institution of the importance of library services to external students. In the main library there is no staff provision for external students. Center libraries’acquisitions are handled by the Acquisitions Department. This is the same for technical services, interlibrary loans, reference and information services, photocopying, and subject searches. Requests are directed to the appropriate section in the library to handle. This arrangement has meant extra work for existing USP Library st.aff, particularly because external student numbers and the number of degree courses offered have increased. Unless serious consideration is given to library staff serving external students, we will continue offering a very marginal or “service-as-asked” operation with no time given to programming additional services for external students. Other problems relate to loans, interlibrary loans, photocopying requests, and non-book materials. As noted earlier, loans are made direct to the student or the center library. Problems of late receipt, late return, and occasionally lost books are not uncommon. The postal services can be very efficient or very slack. For some countries all books coming

64

E. W. WILLIAMS

into the country are subject to government duties. Books sent to these countries by interlibrary loan often go to the customs office, causing delays and frustration. For special and non-book materials such as video tapes, slides, and films, the problem is even greater. Non-return of books is common. This is also an internal problem. Despite reminders there is little response. There is a dilemma: Should we change the policy and cease interlibrary loans to individuals and work through the center library only or continue with an open service? Soon some decision will have to be taken, but in the meantime little change can be made. As for charging for late returns and photocopying, the library’s regulation states that all users who have overdue books must be charged a fine; for lost books the replacement costs must be paid. So far the rule on fines has not been applied to any external student. For photocopying, the library provides this service free.

USE OF OTHER

LIBRARIES’

RESOURCES

With the high numbers of external students and limited resources, it is only logical that cooperation in the use of existing services of public, national, special, and other libraries is encouraged. All libraries mentioned earlier allow external students to use their collections. The students are expected to follow the libraries’ rules and regulations. Recognizing the various constraints, librarians in the region have endeavored to assist each other whenever possible. One result of this attitude was the amalgamation of the USP Center Library, Rarotonga, and Cook Islands Library (1982) and the USP Center Library, Nuku’aloga, and the Ministry of Education Resources Center. Both these libraries have dual roles-they serve as part of the USP library system and are also the national public library. For both, staffing costs are shared between USP and the government concerned. Purchase of stock is also the responsibility of the USP Library and the government, with the main campus library providing the bulk of technical service activities. Often workshops for external students and summer schools are conducted in one of the countries in the USP region. Library resources for these courses are usually loaned from the main library for deposit in a school, public library, or national library for use by the students for the period of the workshop. The number of volumes loaned varies from 50 to over 300. The books are placed under the responsibility of the lecturer or tutor, and borrowing procedures follow those of the library in which the books are deposited.

EXTERNAL

STUDIES.

LIBRARIES,

AND THE FUTURE

The future is not exactly unknown; there are a number of things that will, can, and may happen. In the present poor economic climate it is difficult to imagine that any regional government will increase its own self-generated funds for library development. Library development is the lowest item in low priority developmental projects plagued by false commitments and mere lip-service. If there is to be any development, funds will not come from the public purse but as aid, specifically for libraries. Unless the recognition of libraries and the value placed on information are improved and unless librarians continue to light for increased funds for books, facilities and library education, regional library development will progress only slowly. Libraries are constantly being asked to move mountains without the necessary resources. Working within the resources available to them, librarians can do only so much. One hopes that this may change, but there are indications that this change will not come about in the near future.

Libraries and Distance Education in the South Pacific

65

Nonetheless, it can be expected that the development of computers, satellite communications, package switching, and videotex will have its impact on libraries and information services in the South Pacific. True, much of the technology is new and perhaps inappropriate to small island nations, but this high technology is already here. Since 1974 USP has been conducting tutorials using the medium of radio via the satellite, ATS-1. Computer-based messaging via the satellite is currently used. These have somewhat cut through distance barriers. For library services we have found this medium highly useful and reliable. From July 1985 the services of the ATS-1 satellite will no longer be available for use by USP. The university has looked at alternatives but is still awaiting decisions on the use of other services. Clearly the continuation of normal library service to external students without the use of satellite communications will be affected. No doubt this temporary disruption in services will be sorted out, but one cannot help raise the issue of the feasibility of developing and relying on new technology that has been bought with the aid funds. Will governments continue funding new technology for education? When aid funds run out, will we have the skills and knowledge to service these machines? Will we be able to pay for replacement equipment? Is there a commitment? Because of limited budgets, most of the libraries-government and nongovernment-have difficulty meeting costs for staff salaries, purchase of library material, and staff training. They need equipment such as typewriters, telephones, motorcycles, tape recorders, cameras, and reference books more than they need microcomputers and high technology. If the technology is available, then we should ensure that the system is easy to learn, able to provide users with full text explanations to questions directed at it, and very economical. Given the previously cited developments, it is important that we prioritize our needs, and deal with these in toto. It has to be accepted that the university cannot establish special libraries in the USP region without adequate financial and professional assistance. Building collections, for example a law collection, from scratch is very expensive and time consuming. To maintain such collections is an even bigger task. Existing cooperative efforts for the joint use of libraries, regional bibliographies, the sharing of resources (facilities, equipment, furniture, staff, books, costs) have overcome some shortcomings but are not enough to match the educational aspirations of the growing island populations. Continued dependence on outside aid funds is expected, as the islands have no better alternative. Community library projects and the work involved in taking the library to the people-outreach programs-require funding. We can, however, agree to work only within the means available to us, and to slow down in our own race to produce the trained manpower needed to manage our societies, economies, education, and the future. But can this be done when it is rural populations, the most distant of the distant, which are gaining from this education? Some answers must be found.

REFERENCES I. 2. 3. 4. 5.

University of the South Pacific. University Grants Committee, 1984. p. 19. University of the South Pacific. Extension Services, Report to rhe Council, 1975. Regional Conference on Futun Directions. Reporr, 1984. p. 39. Kaye, T. “Some Possible Limitations of Distance Education,” ASPESA Forum 81(1981):. 8. “Guidelines for Library Services,” CoNege cmd Research Libraries News, 41.9 (October, 1980): 264.

66

E. W. WILLIAMS

BIBLIOGRAPHY Australian and South Pacific External Studies Association Forum. 5th. Suva, 198 I. ASPESA Forum 81 Papers, edited by Peter Crump and Kevin Livingston. ASPESA. 1981. Vol. 2. BHBth, John A. “On the Nature of Distance Education,” Disrance Education. 2,2 (September 1981): 212-219. Baba, Tupeni L. Education in rhe Pacific Islands in the Year 2000. Suva: USP, 1984 Clyde, Anne. “How Students Use Distance Teaching Materials; An Institutional Case Study,” Disrance Education. 4, I (March, 1983): 4-26. Cropley, Arthur J. “Distance Education and Distance Learning: Some Psychological Considerations.” Disronce Education. 4. I (March, 1983): 27-39. Daniel, John S. and Stroud. Martha A. “Distance Education: A Reassessment for the 1980s.” Distame Educarion. 2.2 (September. 1981): 146-163. “Guidelines for Library Services to Extension/Non-Campus Students: Draft of Proposed Revision.” College and Research Libraries New’s. 41, 9 (October. 1980): 266. Kennedy. Tom. Are There Regional Ansnurs IO rhe Educarion Problems c$Smoll island Snares? Canberra. Australia: ANU, 1979. Library Services in Distance Educalion: Proceedings of a National Workshop, Brisbane. June 198I. edited by Christine Cracker. Sydney: Library Association of Australia, 1982. National Seminar on External Studies in Library Science, Riverina College of Advanced Education, IL-18 July, 1980. Proceedings of the National Seminar 1980, edited by SW. Davis, J.C. Owens and P.J. Smith. Rockhampton; Capricomia Institute of Advanced Education, 1980. Regional Conference on Future Directions for the University of the South Pacific. December 12-15, 1983: Report. Suva: USP. 1984. Teaching at a Distance, No. 7, edited by David Grugeon and Milton Keynes. Open University (November, 1976). The University of the South Pacific. Tenth Anniversary Review: A Report by a Committee Established by rhe Universi!, Council under rhe Chairmanship of Sir Hugh W. Springer, KCMG. CBE. Suva: USP, 1979. The University of the South Pacific. The University Granfs Committee. Suva: USP, 1973-. The University of the South Pacific. Extension Services. Report IO Council. Suva: USP, l973-. The University of the South Pacific. Library. Annual Report. Suva: USP, 1969-.

APPENDIX

THE UNIVERSITY

TABLE A SOME USEFUL DATA ON OF THE SOUTH PACIFIC ISLAND COUNTRIES I.are\f

Country Cook

UN and

ACP

FAO

EEC

lslandr J

Kiribati

J

Islands)

Nallru

IO September IO October

Repubhc

I2 July

J

Republic

31 January

Self-governtog

J

lalandr

J

GDP Per Capita

(Mid-19X3)

IA

1965

1970

Date

Population

240

19x1

Il.754

IK.Ota

18.272

197h

5xX.06x

h7fLOOa

690

197x

56.2 I1

61.000

21

1977

7.254

X.000

Independent

259

1976

2R.530

l97h

1979 196X

I9 October 7 July

1974

197X

IO

NZ dependency

Tokelau TOtI@ (lormerly

Ellice Islands) Vanatu

Independent

J

Niue

Tuvalu

Estimated Population

941 I.465

(lormerly

Gilbert

Solomon

Land Area (sq. km )

strtus Sell-governing

Fiji

Pooulalion CCll%U\

MembershIps

llormerly

New Hebrides) Western

Samoa

Sourwr:

United

Nations.

J

J

Independent

kingdom

J

J

Independent

IO October

J

J

Republic

J

\/

Independent

Virol Srarbrkr

Rrporr.

Populornm

und

30 July

1970

197X

1984: South

Pacilic

Commission

304 549

I.552

2.cal

55x

1976

90.0X5

104.000

395

26

1979

7.300

8.000

504

2.935

1962)

3.000 259.ooO

699

Il.rn(101979

1980

I January

I July

June

I982

3343 19023

71x 20.203

19x1

III.251

I24.000

826

I56349

16l.CQO

310