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dictionaries, encyclopaedias, handbooks, manuals, atlases, directories, compendiums, almanacs and bibliographies. An e- library is the section which houses computers connected to the internet. The computers are intended for academic purposes only and users of the section are authenticated. There are 46 network ports available within the library for students to access the internet using their own laptop computers (St. John’s University of Tanzania 2011).
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and for following up on implementation, regulations, standard setting, quality control and assurance, examination administration, curriculum development and teacher education. The MoEVT is also responsible for education monitoring and evaluation of the entire sector performance, undertaking educational research, planning, coordinating education programmes and capacity building of education managers and practitioners for quality delivery of education at all levels (United Republic of Tanzania 2008b).
Within the MoEVT there is the Department for Vocational and Technical Education.
In technical and vocational education (TVET), there are alternative educational and training opportunities available after primary, ordinary (O level) and advanced (A level) secondary education levels, which lead to careers as skilled workers, technicians and professionals who are able to work in different sectors of the economy. The focus is on imparting knowledge and skills that are necessary to enable youth to contribute to the social-economic development of their communities and to the country in general (United Republic of Tanzania 2008b).
Since February 2008, the whole education sector from primary to higher education was placed under one ministry (MoEVT). However, the delivery of pre-primary, primary and secondary education falls under the local Government Authorities directly accountable to the Prime Minister’s Office-Regional and Local Government (PMO-RALG). Folk education focuses on the development and advancement of adult knowledge, skills and abilities to enable citizens to participate in democratic, economic and cooperate endeavours. Folk education also promotes knowledge and skills in agriculture, handcrafts, domestic science and health science. This serves to broaden the knowledge of the population as a whole, and also prepares adults for self-employment (United Republic of Tanzania 2008b).
The Ministry of Education and Vocational Training (MoEVT) comprises the Office for the Commissioner of Education and the following units: higher education division; technical and vocation education training division; adult and non-formal education division; teachers education division; school inspectorate division; special
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needs education unit; diversity unit; education by media unit; school registration unit; pre-primary and primary education unit; secondary education unit; policy planning division; administration and human resource management division;
procurement management unit; finance and account unit; internal audit unit;
government communication unit; legal services unit; information and communication technology unit; National Commission for United Nations Educational, Scientific and Cultural Organization (UNESCO) and zonal and district offices (United Republic of Tanzania 2013a).
In the Ministry of Education and Vocational Training (MoEVT), the researcher investigated the special needs education unit because this unit was especially pertinent to the study as is the unit responsible for people with disabilities. The researcher wanted to find out if policy addressing the issue of disability on the use of library and its information resources had been formulated. In addition the researcher wanted to know if the ministry had data on people with disabilities enrolled in various universities and if they allocated a budget for academic library services for people with disabilities. Furthermore the researcher wanted to establish if they provided any training relating to people with disabilities for the purpose of making the community aware of all issues regarding people with disabilities. The researcher also wanted to identify challenges facing the unit in providing services to people with disabilities.
The Special Needs Education Unit was established in the office of the Commissioner for Education (CED) in 1989. The objective of the unit is overseeing and coordinating special education programmes carried out by all departments in the MoEVT. The roles and functions of the unit are the planning and supervision of expansion and consolidation of special needs education services; planning and supervision of assessments and placement of learners with educational needs; co- ordination of examinations and selection of learners with special education needs (to join secondary and higher learning institutions); co-ordinating of curricula and training programmes for learners with special needs; recommending and ordering of equipment and materials for learners with special education needs; liaising with
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associations of and societies for learners with special education needs, co-ordinating programmes for house parents and teacher aids; printing and distributing text and supplementary books in Braille for the blind and learners with low vision; preparing and distributing teaching and learning materials for learners with special needs;
liaising with other ministries, departments and donor agencies which help in the provision of special needs education service in the strengthening and expanding special needs education services as well as advising the commissioner for education (CEO) and other ministerial departments on matters concerning special needs education (United Republic of Tanzania 2013a).
The special needs education unit in the Ministry of Education and Vocational Training (MoEVT) is currently providing educational services for learners with special needs through special schools, integrated units and inclusive schools for the following categories of learners with disabilities; the blind and visually impaired, the deaf and hearing impaired, the intellectually impaired/mentally handicapped, the physically handicapped, the deaf and blind, autistic children and albinos (United Republic of Tanzania 2013a).
The researcher investigated all the above universities and the Ministry of Education and Vocational Training regarding library services’ provision for people with visual impairments and in wheelchairs. The study investigated the layout of library buildings, access to the key facilities, the resources available, and staff equipped to assist such patrons. In these university libraries and ministry, library staff, staff of the disability unit, library directors, and people with visual impairments and in wheelchairs were involved in the study. Either questionnaires or interview schedules were used as well as observation to collect data. Having surveyed these universities and ministry staff the researcher was able to know which facilities were provided by the libraries and challenges facing people with visual impairments and in wheelchairs and to come up with suggestions and recommendations regarding the challenges facing these groups.
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