The Right to Information: Library Services and Disability at Tertiary and University Libraries in Masvingo Urban in Zimbabwe
Year: 2016
Type: article
Abstract: . This article argues that accessibility to, and of information in institutions of learning is as much a right as is education to all human beings. The premise for this deductive declarative observation is based on the understanding that information is a facility that enhances learning without which we can hardly talk of education. Many countries in the world, Zimbabwe included, ratified and signed protocols on equal access to education for all their citizens. For that reason, Zimbabwe formulated regulatory policies on inclusive education as a way of discouraging discrimination in education and society at large. In short, the implied value of inclusivity is equal access to education in spite of mental, physical challenges or otherwise. These researchers argue that equal access to education is much more than having the various categories of learners in one class, one group or same institutions or signing protocols but includes all the support services that should act as equalization facilities. This research, therefore, examined to what extent tertiary and university libraries in Masvingo urban fulfill this mandate.
Authors: Webster Kadodo, Tofara Rugara, Shadreck Ndinde
Institution: Great Zimbabwe University
Language: English
Subfield: Library and Information Sciences
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W2341137614