The study presents the status of school libraries in the Province of KwaZulu-Natal in South Africa in the period 1990 to April 1996. The status quo is examined in order to provide a backdrop to the development of an implementation plan for resource provision in the region. This is because access to resources at school level is important for the enrichment of the learning experience and the development of skills needed to access information effectively. It was not easy to obtain data. Several different instruments such as questionnaires, interviews and talks were resorted to, to collect the information required in the study. The study reports on the library and education context in the Province in the period 1990 to April 1996, locating school libraries within both the education arena and the library and information profession. The study reflects on the policy, provision and service of the five former Departments of Education in the KwaZulu-Natal Province. International trends in school libraries and librarianship are also reviewed, particular attention being paid to the provision of school library services in Africa. The international perspective was reviewed to help inform the plan for school library provision in the KwaZulu-Natal region. The study suggests that a school library in each school in the Province of KwaZulu-Natal is not affordable in the near future. It suggests the planning of joint school/public libraries, for resource provision to schools in the region. This joint provision is suggested on the basis of incorporating the school library provisioning section into the Provincial public library system and the removal of the procurement function from the school library advisory service in the Department of Education. An exact plan to enable the above is suggested in the study, prioritising both short-and long-term goals. The study suggests the development of teachers' centres that promote resource-based teaching and learning at school level. It is clear that the exact details of the school/public library partnership have to be clearly mapped out, before the joint project is undertaken, in order to ensure that all stakeholders understand their responsibilities, and that the provision of resources to enhance and optimise the teaching experience needs to interact with the cultural context of the child for the benefits of a library to be fully experienced. The above, will only be possible if a co-ordinated Provincial policy and plan for resource provision are accepted and acted upon; that is, translated into minimum standards for provision. The lack of policy, standards and plan have, in the past, led to ad hoc provision of resources in the Province. The challenge is to convince all stakeholders of the advisability of the above as an interim arrangement in the school sector. / Thesis (Ph.D.)-University of Natal, Pietermaritzburg, 1996.

The purpose of this study was to investigate the perceptions of principals and educators of primary school libraries in implementing Outcomes Based Education (OBE) and imparting and enhancing information skills in the Ndengezi Ward, Pinetown District, KwaZulu-Natal, with a view to proposing a set of recommendations based on the findings that would contribute to more effective use of the school library. The study population consisted of 15 principals and 385 educators. The survey instrument used to elicit data was a self-administered questionnaire that was distributed to a sample population of 15 principals and 105 educators. The questionnaire sought to establish if principals and educators are aware of the role of the school library in the successful implementation of OBE. A total of 104 responded, 10 principals and 94 educators, indicating a response rate of 89.5%. The results were analyzed in terms of frequency responses and are graphically displayed in the form of tables. The study findings show that the educators used both school libraries and other libraries for their curricula needs. Other libraries were more heavily used than school libraries. In the Ndengezi Ward there are no functional and well-resourced school libraries and this has contributed to their underutilization. Principals experience problems in development and establishment of school libraries. There is a need for training educators in library and information skills and creating awareness amongst principals about the role of the school library in implementing OBE. Recommendations for action and further research, based on the conclusions of the study, are made. / Thesis (M.I.S.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

The purpose of this study was to investigate the awareness and preparedness of the Inkandla and Mbazwana school clusters concerning the sharing of information resources. This investigation needs to be viewed bearing in mind the contexts of developing countries. These countries are poor but experience varying degrees of poverty, and there is always a shortage of funds to support quality assuring programmes, for example libraries. Access to amenities like laboratories and libraries is generally viewed as a luxury, more so by people who went through their education deprived of these facilities but who managed nevertheless to obtain high qualifications. The argument tends to be "some of us made it without libraries, therefore they are not important". Unfortunately many policymakers think like this. There have always been sectors pushing for the development of school libraries, coupled with resource based learning as this approach is regarded as likely to produce independent, lifelong learners. A resource based curriculum requires an abundance of resources, however the issue of lack of funding referred to above, may prevent any individual school from having all the resources required to support a resource based curriculum. Creative ways of ensuring the availability of resources to all schools have been conceived and clustering schools in order to encourage them to share resources and expertise is one of them. The KwaZulu-Natal Department of Education has used the clustering of schools for resource sharing. The evolution of the clustering project however, took different forms and subsequent events showed that the form taken either allowed for further growth and development, or subjected the project to failure and decay. The Inkandla and Mbazwana scenarios, presented two different models and different evolutionary histories that present interesting topics for research, and both scenarios had different stories to tell. Issues of acceptance, that is awareness and preparedness, accessibility, and community dynamics play a major role in ensuring the success or failure of a project; and this is very evident in Mbazwana and Inkandla. This study attempted to measure the levels of awareness and preparedness concerning the sharing of information resources. Preparatory ground work among communities was necessary to ensure the people were willing to embrace the concept of resource sharing and its values. Three methods were selected as appropriate to the study that is reviewing the relevant literature and data collection by questionnaire and interview schedule. Two nodal points were studied, one at Inkandla and another at Mbazwana. Stratified sampling with ten respondents from each cluster was used to make the sample representative. Since the study needed to establish the levels of awareness and preparedness by these cluster members as well as nodal schools of the clustering concept, it emerged from the study that there are two types of awareness, that is, awareness of the vision, and awareness of the centres or nodal points and their resources. Responses concerning awareness of the vision yielded a variety of results because the levels of awareness differed from individual to individual, and it is the levels of awareness that eventually determine levels of preparedness to embrace the concepts, ultimately affecting the use and non-use of the centres. The study revealed that even though the concept has numerous challenges, the population studied was not generally averse to the concept, however, a lot of preparatory work needs to be done prior to setting up such projects. Once set up careful monitoring and a timely response to problems is important for the sustainability of these centres. / Thesis (MIS)-University of KwaZulu-Natal, Pietermaritzburg, [2006].

The purpose of the dissertation was to evaluate the Russell High School library collection in meeting the curricula needs of learners. A study population consisting of 150 learners, 13 teachers, the librarian and Principal was surveyed by means of questionnaire and interview. Three types of questionnaires were used, one each for the learners, the teachers and the librarian. The Principal's interview was based on a checklist. Results were discussed in terms of frequencies and cross-tabulations of responses were made. Results are graphically displayed in the form of tables, pie charts and bar charts. The present situation of the library and its problems are discussed with regard to resources, the availability and suitability of the present collection, types of materials used, and satisfaction with the library by users as well as encouragement from teachers and the librarian to learners in the use of the library. The discussion was situated within the current requirements of Outcomes-Based Education as guided by Curriculum 2005 and 21. The study findings indicated that learners and teachers were satisfied with the library stock although a need for books, especially new titles, was identified. Learners and teachers felt that more books and better infrastructure for example, computers, television sets, and more space were needed. It was also revealed, however, that the budget was severely limited. These findings are discussed within the framework provided by a review of international, African and local school libraries. Recommendations for possible future services are made in the light of this discussion. / Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 2001.

In South Africa, government (Mbeki 1996:37) and educators (SAIDE Report 1998:9) have expressed concern over the provision of microcomputers for learners. Their provision to schools would allow their effective use across the curriculum and enhance education. This study investigated the role of microcomputers as information retrieval tools in the 1997 schools' Water Audit projects in the greater Pietermaritzburg area. The study considered, firstly, a discussion of environmental education with emphasis on water conservation, and secondly the Water Audit projects. An overview of issues relating to microcomputer systems as information retrieval tools in education was presented. A descriptive survey method was employed for the study, with questionnaires as the data collection technique. Thirty out of 40 teachers/school project co-ordinators were sampled, with a 24 (80%) response. Twenty percent of 550 pupils who participated in the projects also responded. Data was presented by the use of tables. The study revealed an unequal availability of microcomputers among the schools in the departments of education, as they existed prior to 1994, that participated in the projects. Findings also revealed that only a minority of pupils used the microcomputer system for information retrieval during the projects. The use of hard copy sources was significantly high within the departments. A high number of pupils who used the microcomputer found it useful. A higher number that used hard copy sources found them useful. Training of pupils to acquire computer and information skills was inadequate. Major problems encountered during the projects included congestion, lack of computer skills on the part of both teachers and pupils and inadequate training of participants. The study found infrastructural backlogs and logistical problems as hindrances to the delivery of education in South Africa using microcomputers. Non-involvement of media teachers negatively impacted on the results of the projects. It was recommended that schools without microcomputers liaise with donor agencies to acquire microcomputers, while government initiates policies to address the issue of equity. Educators and media teachers should be given concerted training in computer and information skills, as training underpins the use of microcomputers in an information age school. / Thesis (MIS)-University of Natal, Pietermaritzburg, 1999.