Educational Resources to Under-Resourced Schools in the Limpopo Province: Proposed Library Model

Mousaion ◽  
2019 ◽  
Vol 36 (4) ◽  
Author(s):  
Samuel Maredi Mojapelo
Keyword(s):  
South Africa ◽  
Rural Communities ◽  
South African ◽  
Teaching And Learning ◽  
Basic Education ◽  
School Library ◽  
Limpopo Province ◽  
Library Services ◽  
Daunting Challenge

Universally, the significance of adequately resourced and well-staffed libraries to improve teaching and learning accomplishments in under-resourced schools cannot be overemphasised. In South Africa, resource provision is still a daunting challenge adversely affecting the quality of the results of learners. It is a distressing fact that, even in the post-apartheid South Africa, only a few (7%) schools have well-stocked and functioning libraries. One of the outcomes of this largely quantitative study was to propose a library model that the author hopes can be implemented to offer effective library and information services for schools - particularly in disadvantaged rural communities. Given the way in which the majority of South African schools are distributed in disadvantaged rural communities, the study recommends a cluster school library model that involves a number of schools in a particular circuit office being serviced by one well-equipped stand-alone library (cluster library) under the education library services of the provincial Department of Basic Education.

scholarly journals (RE)THINKING AND (RE)POSITIONING LIBRARY PROGRAMMES AND SERVICES IN PUBLIC HIGH SCHOOLS IN LIMPOPO PROVINCE, SOUTH AFRICA

Mousaion ◽  
2017 ◽  
Vol 34 (3) ◽  
pp. 60-88
Author(s):  
Maredi Samuel Mojapelo
Keyword(s):  
South Africa ◽  
High Schools ◽  
Quantitative Research ◽  
Qualitative Data ◽  
Basic Education ◽  
School Library ◽  
Independent Study ◽  
Limpopo Province ◽  
Library Services ◽  
Public High Schools

Well-designed and well-planned library school programmes and services are essential to improve the development of reading and information literacy skills, particularly of the learners, which are crucial for the acquisition of life-long learning and independent study and accessing skills. However, because of inadequate and inefficient school library services in most South African schools, teachers and learners are deprived of opportunities to benefit and practically learn library programmes essential for the acquisition of knowledge, skills, competencies, values and orientations. They are also denied fundamental library services due to them. Based on one part of the research project which investigated the resource provision in public high schools in Limpopo province, South Africa, the purpose of this article is to investigate the programmes and services offered by the different library facilities in public high schools in Limpopo province. Although the study took a largely quantitative research design, it was mixed with qualitative data collection methods. Self-administered questionnaires were used to collect quantitative data from the principals or teacher-librarians, while an interview schedule was used to collect qualitative data from the education officials through face-to-face interviews. The findings established that owing to lack of functional libraries in most schools, there are very few schools offering library services and programmes. The study recommends that the national Department of Basic Education (DBE) should ensure that school a library policy with clearly defined library programmes and services is formulated, approved and implemented as a matter of urgency.

scholarly journals Turnaround Learner Discipline Practices through Epistemic Social Justice in Schools

2020 ◽  
Vol 24 ◽  
Author(s):  
Rudzani Israel Lumadi
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Public Schools ◽  
South African ◽  
Teaching And Learning ◽  
Vital Role ◽  
Justice Theory ◽  
Discipline Practices ◽  
Social Justice Theory

Researchers claim that learner discipline has continued to be a problem in schools since corporal punishment was outlawed in public schools in South Africa. It is evident that teachers have a vital role to play in the improvement of learner discipline in schools. An interpretivist qualitative approach was adopted to investigate learner discipline practices as perceived by teachers in South African public schools. A sample of 10 (3 principals, 3 teachers, 3 parents and 1 learner) participants was used for the study. Social justice theory was used as a lens to consider the process of humanising learner discipline practices in terms of human rights. The article investigates how learner discipline practices can be turned around through epistemic social justice to influence the quality of teaching and learning in schools. The findings revealed that in South Africa there are no effective learner discipline practices. There is a need for education authorities to introduce compulsory training and development programmes for aspiring teachers to be equipped with new strategies to deal with learner discipline through a social justice approach. Social justice theory was used as a tool to address learner discipline practices in selected schools. It was recommended that there be more parent involvement in decision-making to consider a policy of transforming learner discipline practices to deal with the inequality and injustice in schools.

Information and communications technologies in library facilities in disadvantaged rural schools in South Africa: Lessons from Limpopo province

2021 ◽  
pp. 1-20
Author(s):  
Samuel Maredi Mojapelo ◽  
Oluwole O. Durodolu
Keyword(s):  
South Africa ◽  
Rural Schools ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Information Needs ◽  
Basic Education ◽  
Limpopo Province ◽  
Information And Communications Technologies ◽  
Communications Technologies ◽  
Teacher Librarians

Universally, information and communications technologies (ICTs) have revolutionised multiple ways of executing tasks in many sectors. In the education sector, ICTs provide a scaffold to enhance technology-driven teaching and learning information needs of the teachers and learners in a school environment. The aim of the study was to investigate the availability and use of ICTs in library facilities in primary schools in disadvantaged rural communities in Limpopo province, South Africa. The study targeted all 18 primary schools in Lebopo Circuit of Mankweng Cluster. Self-administered questionnaires were used to collect data from teacher-librarians who attended a school library workshop at a local high school. Purposive sampling was employed in the selection of the teacher-librarians and all 18 schools were represented by one teacher-librarian. The findings indicate that there are few ICTs used by the teachers to enhance teaching and learning in different library facilities in disadvantaged rural schools. The study recommends that additional ICTs should be procured by the Department of Basic Education (DBE) for distribution to all schools to mitigate technology-driven information needs of teachers and learners. Furthermore, as vandalism was cited as a challenge in all schools, security needs upgrading to protect the few available ICTs.

scholarly journals Rendering a Comprehensive School and Community Library Service to Remote Rural Communities in South Africa by Forging Partnerships

2021 ◽  
Author(s):  
Sophia Le Roux ◽  
Francois Hendrikz
Keyword(s):  
South Africa ◽  
Rural Communities ◽  
South African ◽  
Rural Areas ◽  
School Library ◽  
Cost Effective ◽  
Tribal Community ◽  
Library Service ◽  
Mpumalanga Province ◽  
Community Library

Substantial backlogs in public and school library services in South Africa, especially in the previously disadvantaged, remote rural areas, compel library authorities to explore alternative, more cost-effective ways of library service delivery. This paper describes a South African study which investigated the variants of the school-community library model worldwide, with the aim of defining a South African prototype, which would satisfy the needs of a rural, tribal community. The paper also discusses how this prototype is currently being piloted in a rural, tribal area in the Mpumalanga province by forging partnerships with various stakeholders.

scholarly journals SCHOOL LIBRARY DEVELOPMENT VS POLICY PROVISION: DIVERGENCE OR CONVERGENCE?

Mousaion ◽  
2016 ◽  
Vol 32 (4) ◽  
pp. 1-12
Author(s):  
Samuel Mojapelo ◽  
Luyanda Dube
Keyword(s):  
South Africa ◽  
Public Schools ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
School Library ◽  
Scale Up ◽  
Legal Framework ◽  
School Libraries ◽  
Limpopo Province ◽  
Library Development

A policy and legal framework for school libraries is a guiding framework for the provision, development and management of school libraries. Similarly, it is a lever that standardises school library development, management and practice. Although the existence of a policy does not guarantee the development of efficient and functional school libraries, its inherent value cannot be overemphasised. It is widely documented that in South Africa, only 7.2 per cent of public schools have functional school libraries, which are crucial to enrich the quality of teaching and learning and support learners and teachers. The aim of this study was, firstly, to analyse the legal and policy provision for school libraries in South Africa; and secondly, to examine the state of school libraries in Limpopo province, South Africa. The study further sought to establish whether there is divergence or convergence between policy provision and the status of school libraries in Limpopo. The study adopted a quantitative research paradigm and triangulated utilising questionnaires and document analysis as instruments to collect data. The study established that there is a regime of policies related to school libraries, most of which are still in draft form. Furthermore, the study confirmed that provision of policy does not necessarily translate into an efficient school library system. The distinct divergence means that there is no correlation between policy provision and practice. The study recommends that the existing school library policies should be streamlined, adopted and implemented to scale up the development of efficient and functional school libraries in Limpopo.

scholarly journals Challenges in establishing and maintaining functional school libraries: Lessons from Limpopo Province, South Africa

2016 ◽  
Vol 50 (4) ◽  
pp. 410-426 ◽  
Author(s):  
Samuel Maredi Mojapelo
Keyword(s):  
South Africa ◽  
Basic Education ◽  
School Library ◽  
Information Service ◽  
Limpopo Province ◽  
Black Communities ◽  
African Countries ◽  
Face To Face ◽  
The Government ◽  
Teacher Librarians

Most governments, particularly in poor and developing African countries, are hesitant to pledge themselves through a legislated school library policy to roll out an active and sustainable library and information service for their schools to improve the quality of education. In South Africa, providing schools with a well-resourced and well-staffed library and information service is even more challenging because of the inheritance of the apartheid education system prior to 1994. The article is limited to just one part of a research project which investigated the resource provision in public high schools in Limpopo Province, South Africa. The purpose of the study was to investigate challenges that negatively affect the establishment and sustainability of an active and vigorous library and information service for all schools in Limpopo Province. The study was largely quantitative, blended with triangulation of both quantitative and qualitative methods for data collection. Self-administered questionnaires were used to collect quantitative data from the principals or teacher-librarians at schools, while an interview schedule was used to collect qualitative data from education officials through face-to-face interviews. The findings established that there are daunting challenges which hinder effective establishment and maintenance of functional school library and information service. The national Department of Basic Education has a responsibility to ensure that school library policy is formulated, endorsed and implemented as a matter of urgency. The Government should also fast-track rural development to enable teachers and learners, particularly those in historically disadvantaged rural black communities, to access library materials in other amenities.

scholarly journals Investing In Leadership, Governance And Management To Improve Quality Of Teaching And Learning: A Human Capital Perspective

2014 ◽  
Vol 13 (3) ◽  
pp. 475
Author(s):  
Isaac M. Ntshoe ◽  
Jacob M. Selesho
Keyword(s):  
South Africa ◽  
South African ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Department Of Education ◽  
Free State ◽  
Improve Quality ◽  
African Context ◽  
Quality In Education

While funding is undoubtedly necessary to promote the quality of the curriculum, teaching, and learning, funding in and by itself is not a guarantee to achieve equity and equality of outcomes. Accordingly, in some cases, such as the South African context, a sound funding regimen to address inequities and quality in education in the post-apartheid setting, the quality of leadership, governance and management are equally key and sometimes more critical to achieving sustainable quality and equity improvements in education, including the quality of matric learners. Five quintile 1s (non-fee paying schools) in the Fezile Dabi district in the Free State Province of South Africa were sampled for this study. The schools were used as samples because they formed what is known as non-performing schools in terms of their matric results for the 2009 and 2010 academic years. We used purposive sampling comprising schools that did not perform satisfactorily in their matric results and adopted an utilisation-focused strategy that could assist the Free State Department of Education to improve quality. The data were collected from School Management Teams comprising the school principals of the five schools and Heads of Department. Knowledge of how principals manage the curriculum in schools in South Africa is therefore limited. Although there are detailed normative frameworks (often from elsewhere) on what principals should do, there is little consideration of the reality of the work of principals, in particular contexts, and what they actually do. There was a concern about some HODs with regard to their content knowledge of the different subjects streams. There was an outcry of 45% of HODs in highly cognitive subjects, such as Mathematics, Accounting, and Physical Science, who did not possess the content knowledge required in their respective subjects streaming. Consequently, a statement was made concerning the level of leadership in high-focus subjects. Similarly, there is a perception that there should be a strong content knowledge from the HOD as an instruction leader as their subjects are regarded as highly skilled subjects.

scholarly journals Are Alternative Information Services Compensating for Dysfunctional School Libraries in South Africa? The Case of Limpopo Province

Libri ◽  
2016 ◽  
Vol 66 (3) ◽  
Author(s):  
Samuel Maredi Mojapelo
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
School Libraries ◽  
Resource Provisioning ◽  
Information Services ◽  
Limpopo Province ◽  
Research Project ◽  
State Schools

AbstractOwing to uneven resource-provisioning during the apartheid era, dysfunctional library facilities are a major concern in the majority of South African schools. Since only 7 % of state schools have functional school libraries, teaching and learning are negatively affected. The article is limited to just one part of a research project which investigated the

scholarly journals A LEGISLATED SCHOOL LIBRARY POLICY: CAN FUNCTIONAL SCHOOL LIBRARIES BE ENVISIONED WITHOUT ONE?

Mousaion ◽  
2015 ◽  
Vol 33 (2) ◽  
pp. 36-55 ◽  
Author(s):  
Maredi Samuel Mojapelo
Keyword(s):  
South Africa ◽  
Public Schools ◽  
South African ◽  
Basic Education ◽  
School Library ◽  
School Libraries ◽  
Information Services ◽  
National Guidelines ◽  
Library Service ◽  
Effective School

Although school libraries are important resource centres that support curriculum delivery and important pedagogical matters, it is disturbing that, in South Africa, only a minority (7.2%) of schools have well-stocked functional school libraries. A legislated school library policy is crucial for a country to roll out effective school library and information services (LIS). This is particularly true in South African schools, which are characterised by enormous disparities in the provision of resources because of the legacy of apartheid. Grounded in the literature review, the fact that the national Department of Basic Education (DBE) does not have a legislated and approved school library policy is a stumbling block to developing and sustaining an active and dynamic school library service for all public schools in South Africa. The purpose of this article is to help relevant stakeholders understand the importance of a legislated school library policy in championing the establishment and development of an active, vibrant and dynamic functional school library service to support the progressive, constructivist and resource based curriculum in the country. The study recommends that the National Guidelines for School Library and Information Services (SA DBE 2012) be amended to a legislated school library policy to resuscitate indeterminate and non-functional libraries in the majority of schools. 

scholarly journals Integrating a Community Library into the Teaching and Learning Programme of Local Schools

2021 ◽  
Author(s):  
M. Eddy Maepa ◽  
Rhandzu Mhinga
Keyword(s):  
South Africa ◽  
Teaching And Learning ◽  
School Library ◽  
Limpopo Province ◽  
Pass Rates ◽  
Local Schools ◽  
Outreach Programme ◽  
Culture Of Teaching ◽  
Main Factors ◽  
Community Library

According to estimates by Statistics South Africa, only 33% of learners in the Limpopo Province (one of the nine Provinces in South Africa) have access to a functional school library or media centre. This has been regarded as one of the main factors which have contributed to the Province consistently producing one of the lowest pass rates in comparison to its counterparts. While there was enthusiasm amongst some teachers that the establishment of Seshego Community Library would bring some relief to educators starved of a functional library service in their schools, some teachers and learners were not as enthusiastic and receptive to the Community Library. This paper explores some of the barriers inherent in introducing a library to a community which was not previously exposed to, and accustomed to making use of its services, and making it an integral part of the teaching and learning programme. Issues of resistance to the community library’s outreach programme, largely emanating from lack of motivation and a low morale amongst some teachers and principals alike, as well as an erosion in the culture of teaching and learning, are explored. There is a need to break down the existing barriers to encourage teachers and learners to make use of the Community Library’s services and facilities to add value to their teaching and learning endeavours.

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