Regional Study and Resource Center 2015-2018, Independent Performance Evaluation

Patron surveys: Challenges were encountered obtaining consent for secondary school learner patrons at the Oshana RSRC, and to some extent the Ohangwena RSRC. In order to reach the sample targets the evaluation team extended fieldwork, engaged librarians in recruiting respondents, and included patrons using free Wi-Fi outside the library.

Panel interviews: The initial plan was that a total of 40 patrons (20 secondary school learner and 20 business section patrons) be randomly selected for participation from each RSRC respectively. This was supposed to give a total sample size of 120 across the three regional RSRCs. The sample was to be pulled from the 150 secondary school learner patrons and 150 business section patrons across the three regional libraries. The plan was further to strive for an equal sex breakdown for learners and business section patrons. Other criteria included representative of different frequency of use and only to select those in Grade 11 and below. Age was not stratified.
Due to challenges in getting sufficient numbers of patrons at some of the RSRCs, the above strategy was adapted and included the following:
• All secondary learner patrons interviewed in the patron survey at the Oshana Regional Library were invited for panel interviews
• All female secondary school learner patrons at the Ohangwena Regional Library interviewed in the patron survey were invited for panel interviews
Attrition was seen in the panel study, although tests determined that drop-outs from the initial panel interview and survey were not associated with any quantitative or categorical responses in those instruments. Data on attrition through the panel study can be found in Annex 9.3 of the Final Report provided as related material.

FGDs: The initial plan was to recruit secondary school learner patrons, business section patrons, and general population patrons purposively from the list of patrons who participated in the patron survey. Educators were to be recruited with support from the Chief Librarian as educators were initially found not to make regular or much use of the regional libraries. It was difficult to recruit patrons to participate, resulting in FGDs having to be reorganized numerous times. It should be noted that no-shows agreed to participate after the patron interviews and again when they were called over their mobile phones. Invitees did not refuse to participate; they normally indicated their interest and promised to participate when called over the phone, but then did not show up. Usual explanations for not showing up (when called on the phone) were that “something else came up in the meantime,” “too busy,” and “not in town at the moment,” amongst others. As a result, most of the FGDs were conducted with fewer than the target number of participants. In the case of Omaheke, there was no post-secondary FGD due to low number of students who use the library.
With regard to the general population target, round 1 data collection revealed that this group was mostly comprised of tertiary students, not more general community members (pensioners, homemakers, etc.).