dc.contributor.advisor | Van der Merwe, R. | |
dc.contributor.advisor | Kruger, J. A. | |
dc.contributor.author | De Vries, Leon Chapman | |
dc.date.accessioned | 2016-02-03T09:45:13Z | |
dc.date.available | 2016-02-03T09:45:13Z | |
dc.date.copyright | 2002-11 | |
dc.date.issued | 2002-11 | |
dc.date.submitted | 2016-02-02 | |
dc.identifier.uri | http://hdl.handle.net/11660/2249 | |
dc.description.abstract | English: This study examines certain aspects with regard to school libraries in the Northern Cape
Province. It deals firstly with the availability and provisioning of school libraries and, at the
same time, the structures for the development and provisioning of school libraries. The second
aspect concerns the implications of outcomes-based education for the utilisation of school
libraries. The study is relevant because of big inequalities in the availability of school libraries
and because of the potential role of school libraries in outcomes-based education. The aim of
the study is to consider possible solutions for the provisioning problem, because it has a direct
bearing on the access that educators and learners have to information resources in the
province. Because of limited resources (financial and other) it also explores methods to utilize
the available library resources optimally. Secondly the aim of the study is to look into the
curricular utilization of information resources and school libraries from an outcomes-based
education perspective because the improvement of the information skills of learners is
important for surviving in an Information Age.
South Africa received a new democratic dispensation in 1994. Part of the process was the
formation of nine new provinces. In order to understand the situation of the Northern Cape in
1994 the development of school libraries prior to 1994 was described. Only those Education
departments which were responsible for the administration of schools in the province until
1994, has been dealt with. The proposals of non-governmental organisations on how to rectify
the situation (1990 - 1995) were examined, as well as the plans and proposals of the Northern
Cape in this regard (1994 - 1999). The changes to the curriculum environment in which
school libraries have to function as a result of the implementation of outcomes-based
education, are outlined. It was necessary because information skills is one of the critical
outcomes of Curriculum 2005 and it impacts on the utilization of school libraries.
The developments re school libraries in the Northern Cape since 1999 has also been described.
Officials from the Provincial Library Service and the City Library of Kimberley inter alia
were interviewed.
An important aspect of the research is the new South African constitution and Education laws
and policy, especially the national policy on school funding, because provinces have to
implement it.
The research shows that although some progress has been made with regard to previously
disadvantaged schools, the situation in general is unsatisfactory. Schools without libraries in
1994 are still without libraries. The Department of Education of the Northern Cape also does
not have an advisory structure or service to support schools with the development of libraries.
On the positive side the funding of previously disadvantaged schools has improved
considerably and much progress has been made with the establishment of a well functioning
Education Department for the Northern Cape. However, the most promising solution to the
provisioning problem is the school community library model.
Recommendations based on the research centre around an Education Library and Information
Service for the province and the appointment of advisers for the development of school
libraries. They will also be responsible for the promotion of the teaching and learning of
information skills in all the different learning areas. Recommendations inter alia also refer to
structures for the facilitating of resource sharing and co-operation with the Provincial Library
Service of the Northern Cape and the establishment of school community libraries where
practical, especially in the rural areas.
The implementation of outcomes-based education since 1998 has brought about increased
utilization of libraries. The future development of school libraries will to a large extent depend
on the appointment of library teachers and school library and information skills advisers. | en_ZA |
dc.description.abstract | Afrikaans: Hierdie verhandeling ondersoek sekere aspekte in verband met skoolbiblioteke in die NoordKaap
Provinsie. Dit kyk eerstens na die beskikbaarheid en voorsiening van skoolbiblioteke en
terselfdertyd na ontwikkeling- en voorsieningstrukture vir skoolbiblioteke. Tweedens word die
implikasies van uitkomsgebaseerde onderwys vir die benutting van skoolbiblioteke ondersoek.
Die navorsing is relevant omdat daar groot ongelykhede in die beskikbaarheid van
skoolbiblioteke is en omdat skoolbiblioteke 'n belangrike rol in uitkomsgebaseerde onderwys
kan speel. Die doel van die studie is om moontlike oplossings vir die probleem, te wete
onvoldoende skoolbiblioteekvoorsiening, te oorweeg omdat dit 'n direkte invloed op
opvoeders en leerders se toegang tot inligtingsbronne in die provinsie het. Tegelykertyd word
ook na metodes gesoek om die beskikbare biblioteekhulpbronne optimaal te benut. Tweedens
is die doel van die studie om die kurrikulere benutting van inligtingsbronne en skoolbiblioteke
vanuit 'n uitkomsgebaseerde onderwysperspektief te ondersoek omdat dit belangrik is om
leerders se inligtingsvaardighede te verbeter. Dit is 'n bekwaamheid waaroor hulle moet
beskik ten einde in 'n samelewing gedrewe deur inligting te oorleef.
Suid-Afrika het in 1994 'n nuwe demokratiese regeringstelsel gekry. Deel van die proses was
die vorming van nege nuwe provinsies. Ten einde die situasie te begryp waarmee die NoordKaap
in 1994 gekonfronteer is, word die ontwikkeling van skoolbiblioteke in die
Onderwysdepartemente wat vir die administrasie van skole in die provinsie tot 1994
verantwoordelik was, beskryf. Die voorstelle van nie-regeringsorganisasies hoe om die
situasie reg te stel (1990 - 1995), is ondersoek, asook die Noord-Kaap se eie beplanning en
voorstelling in hierdie verband (1994 - 1999). Die veranderende kurrikulere omgewing
waarbinne skoolbiblioteke as gevolg van die implementering van uitkomsgebaseerde
onderwys funksioneer, word met die oog op die benutting van skoolbiblioteke en die
belangrikheid van inligtingsvaardighede as een van die kritieke uitkomste van Kurrikulum
2005, bespreek.
Die ontwikkeling met betrekking tot skoolbiblioteke in die Noord-Kaap sedert 1999 is ook
beskryf. Onderhoude is onder meer met beamptes van die Provinsiale Biblioteekdiens en die
Stadsbiblioteek van Kimberley gevoer.
'n Belangrike aspek van die navorsing is Suid-Afrika se nuwe grondwet en onderwyswette en
-beleid, veral die nasionale beleid oor die befondsing van skole omdat provinsies dit moet
implementeer.
Die navorsing het aangetoon dat alhoewel daar vordering gemaak is met die voorsiening van
inligtingsbronne aan agtergeblewe skole, die situasie in die algemeen nog onbevredigend is.
Skole wat in 1994 sonder 'n biblioteek was, is nog steeds sonder 'n biblioteek. Die NoordKaapse
Onderwysdepartement het ook nie 'n adviesstruktuur of -diens waardeur skole met die
ontwikkeling van 'n biblioteek bygestaan kan word nie.
Aan die positiewe kant het die befondsing van agtergeblewe skole aansienlik verbeter en baie
vordering is met die vorming van 'n Onderwysdepartement vir die Noord-Kaap gemaak. Die
belowendste oplossing vir die voorsieningsprobleem is egter die skoolgemeenskapsmodel.
Aanbevelings gebaseer op die navorsing is gesentreer rondom 'n Onderwysbiblioteek- en
Inligtingsdiens vir die provinsie en die aanstelling van adviseurs vir die ontwikkeling van
skoolbiblioteke. Hulle sal terselfdertyd daarvoor verantwoordelik wees om die onderrig van
inligtingsvaardighede as deel van die verskillende leerareas te bevorder. Die aanbevelings
verwys ook onder andere na strukture om bronnedeling en samewerking met
gemeenskapsbiblioteke en die Provinsiale Biblioteekdiens te fasiliteer en die vorming van
skoolgemeenskapsbiblioteke waar dit prakties moontlik is, veral in die landelike gebied.
Die implementering van uitkomsgebaseerde onderwys sedert 1998 het daartoe gelei dat
biblioteke toenemend benut word. Die verdere ontwikkeling van skoolbiblioteke sal in 'n
groot mate afhang van die aanstelling van biblioteekonderwysers en -adviseurs vir
skoolbiblioteke en inligtingsvaardighede. | af |
dc.language.iso | af | af |
dc.publisher | University of the Free State | en_ZA |
dc.subject | Dissertation (M.Ed. (Curriculum Studies))--University of the Free State, 2002 | en_ZA |
dc.subject | Libraries and education -- South Africa -- Northern Cape | en_ZA |
dc.subject | School Libraries -- South Africa -- Northern Cape | en_ZA |
dc.subject | Competency-based education -- South Africa -- Northern Cape | en_ZA |
dc.title | Die beskikbaarheid, voorsiening en benutting van skoolbiblioteekfasiliteite binne 'n uitkomsgebaseerde onderwysbedeling in die Noord-Kaap Provinsie | af |
dc.type | Dissertation | en_ZA |
dc.rights.holder | University of the Free State | en_ZA |