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.

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.

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 Problem-based approach to mathematics in grades 9 and 11 in the Limpopo Province

2005 ◽  
Vol 24 (4) ◽  
pp. 124-133
Author(s):  
J. G. Maree ◽  
J. M. Molepo ◽  
J. H. Owen ◽  
R. Ehlers
Keyword(s):  
South Africa ◽  
Central Region ◽  
Teaching And Learning ◽  
Limpopo Province ◽  
Monthly Basis ◽  
Study Orientation ◽  
One Year ◽  
Grade 11

Teachers of schools in the central region of the Limpopo Province of South Africa received training in a problem-based approach to the teaching and learning of mathematics and introduced these principles into their classes.  Follow-up visits to schools took place on a monthly basis for one year. 800 learners in Grades 9 and 11 completed the Study Orientation Questionnaire in Mathematics (SOM). Mean age in Grade 11 was 17.5 yr. (SD = 1.4), and in Grade 9, 15.1 yr., (SD = 1.2). The differences between the post- and pre-test marks for the two groups were compared. The means for marks in mathematics were significantly different for the two groups.

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 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.

Managing teaching and learning: integrating instructional and transformational leadership in South African schools context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
George Shava ◽  
Jan Heystek
Keyword(s):  
South Africa ◽  
Transformational Leadership ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Quality Teaching ◽  
Content Type ◽  
Face To Face ◽  
Leadership Models ◽  
Culture Of Teaching ◽  
Under Performing

PurposeThe purpose of this study was to examine the integration of instructional and transformational leadership models of leadership in sustaining quality teaching and learning in schools. The study sought to establish how principals integrate instructional and transformational leadership in enhancing learner performance.Design/methodology/approachThe study employed qualitative methods of collecting and analysing data. The principal sources of data were six face-to-face semi-structured interview questions with school principals from selected schools in rural South Africa. Qualitative evidence was collected from six principals selected through purposive sampling. The selection of participants was based on the criteria that there was evidence of employing instructional and transformational leadership.FindingsFindings from the study provided evidence that instructional and transformational leadership approaches were used to change under performing schools. There was evidence of individualised consideration and principals supporting teachers through providing rewards and motivation. It was established that principals build a school culture that promotes successful academic improvement. The study showed that the integration of instructional and transformational models of leadership leads to a climate that promotes a culture of teaching and learning.Research limitations/implicationsThe study covered six schools in South Africa. Findings from the study have implications that principals are cornerstones to achieving quality teaching and learning in schools.Practical implicationsThe study was conducted in schools that were seen to adopt instructional and transformational leadership. This study is among the most important studies that were conducted in South Africa on the role of leadership in enhancing a culture of teaching and learning.Social implicationsThe study has critical implications for policy making and influences on school leadership in general and the adoption of strategies, policies and models that can improve teaching and learning. The study highlights the importance of integrating leadership models.Originality/valueThis is an original study conducted in South Africa and data was conducted through face-to-face interviews to seek for opinions from participants in their original settings.

Overview of Segregated Development in South Africa and Its Implications in the Provision of School Libraries

Libri ◽  
2016 ◽  
Vol 66 (1) ◽  
Author(s):  
Glenrose Jiyane ◽  
Madeleine Fombad ◽  
Tinashe Mugwisi
Keyword(s):  
South Africa ◽  
Teaching And Learning ◽  
School Library ◽  
School Libraries ◽  
Learner Performance ◽  
Material Resources ◽  
Kwazulu Natal ◽  
Library Resources ◽  
Poor Learner ◽  
And Mathematics

AbstractPrior to1994, South Africa’s education system was influenced by racial dynamics which had implications for the development, provision and distribution of human, financial and material resources. This paper presents the overview of segregated development in South Africa and its implications for the provision of school libraries, to support teaching and learning in selected schools in KwaZulu-Natal. It sets out to describe the understanding and the extent of segregated development in the provision of library resources at Gilonki Secondary school and to establish the perceptions of educators and school management for the importance of teaching and learning. This paper seeks to establish the policies/measures which were being put in place to redress these anomalies. Furthermore, this paper observes that development was retarded as evidenced by the poor provision of important resources such as school library services, resulting in poor learner performance, limited ability to excel in reading and mathematics, lack of appropriate study areas, and difficulties in providing extended tasks on class exercises, among other factors. The study concludes that segregated development has had negative implications for the provision of school libraries, and subsequently for the teachers’ and learners’ performances. The study recommends a swift rolling-out of processes to redress challenges of the past.

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.

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