Die beskikbaarheid, voorsiening en benutting van skoolbiblioteekfasiliteite binne 'n uitkomsgebaseerde onderwysbedeling in die Noord-Kaap Provinsie

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.