Contribution of School Libraries in Ghana Towards the Attainment of the UN Sustainable Development Goal 4: A Case Study of Kassena Nankana East Municipal Assembly

Abstract

This study examined the role of school libraries in promoting quality education, career readiness, lifelong learning, and global citizenship. Conducted in the Kassena Nankana East Municipal Assembly, Ghana, the research employed a Convergent Parallel Mixed-Methods design, and data was gathered from 207 students, 26 department heads (HODs), five library staff, and seven administrative personnel across four senior high schools. The study assessed library usage, resource availability, and users’ perceptions regarding the library’s contributions. The findings revealed that 63.8% of students visit the library daily, while 26.1% do so weekly, this indicated its relevance in academic activities. However, 4.8% use it monthly, and 2.9% rarely visit. Among staff, only 7.7% visit the library daily, while 30.8% rarely use it, this suggested underutilization of the school libraries despite recognizing its importance. Library staff confirmed high student patronage but emphasized the need to increase staff engagement. Regarding resource adequacy, 52.2% of students believe the library meets their needs, whereas 29% disagree, and 18.8% remain unsure. Books (70%) were the most-used resource, while digital tools (computers: 2.9%, online resources: 1%) see minimal use. The students advocated for improvements in ICT (44.9%) and learning materials (44.4%). Similarly, 57.7% of HODs believe the library lacks sufficient resources, particularly in ICT, with only 3.8% recognizing its usefulness. Administrative staff unanimously highlighted the need for improved ICT infrastructure. In terms of quality education, 95.2% of students acknowledge the library’s role, and 95.2% of HODs agree it enhances learning. Frequent visits (42.4%) and participation in programs (70%) support this perspective. However, for lifelong learning, while 46.2% of HODs reported student engagement, 88.5% noted that no formal activities were organized. The library staff suggested the implementation of reading clubs and workshops to bridge this gap. For career readiness, 98% of students desire more career resources, with 57.1% using available materials daily. Career planning workshops (33.3% participation), resume building, and interview skills training are valued, yet 65.4% of HODs call for additional initiatives. Funding constraints limit targeted career support, and only 60% of school libraries offering career-oriented materials. On global citizenship, 84.7% of students feel prepared to engage in global issues, with 36.5% emphasizing cultural awareness. However, 76.9% of HODs believe the library lacks sufficient resources in this area, and only 23.1% recognize relevant workshops. Library staff report some engagement in topics like diversity and sustainability, but they cited resource constraints as challenges. Despite their significance in education, school libraries face challenges such as inadequate funding, resource shortages, and staffing limitations. The study recommends policy improvements, increased funding, and enhanced training for library staff to strengthen school libraries’ role in achieving SDG4 and fostering an informed society.