LIST OF ACRONYMS AND ABREVIATIONS
CHAPTER 6 Interpretation of the results
6.13 Challenges in the development of each cluster
In order to explore the challenges adequately, it is necessary to first explore what ought to be and ideally what should exist at school level in order to ensure the availability of relevant resources. Ideally each and every school should have a centralised school library, with resources specific to its needs and a teacher-librarian to manage the collection (KwaZulu-Natal 2003b).
6.13.1 Plans for a school based central library.
All respondents acknowledge the fact that ideally all schools must have a central library.
• All five educators belonging to the cluster wish to move away from the cluster and have their own library.
• The learner, SGB member, and teacher-librarian feel the same way.
However there is general consensus that clusters can address broader issues that pertain to professional development. This was established with a question that dealt with continued patronage of the centre or nodal point.
6.13.2 Continued patronage of education centres.
Even though only 25% of the respondents said they would continue their patronage of the education centres, even if they had their own central libraries, their reasons are viewed as valid and could serve to support the growth and development of these clusters. The 25% cited the following reasons:
• The nodal points will always carry more resources, because of their earlier development.
• The education centres offer a menu of activities that have broader parameters than do the school environments, these are:
a venue for meetings organised at a higher level, namely advisors,
community members, NGOs, funders, the Department of Education and so on.
ability to serve as network points
available for workshops, with a menu of activities the use of equipment such as reprographic facilities
a venue for exhibitions that are thematic and relevant to needs distribution and communication of Departmental notices and circulars other community activities.
• The nodes have bigger computer banks, with internet access, e-mail and other numerous on-line activities.
• Accredited courses are offered there.
This positive outlook was further supported by the question dealing with direct assistance obtained at the centres.
6.13.3 Assistance found at the nodal points.
Fifteen respondents who do patronise the centre or node indicated that the Department does intervene in the following areas:
» professional development
» communication
• by offering teacher support material
» curriculum planning and support
» materials' development in support of the curriculum
» meetings.
Areas cited by the respondents as needing intervention were classified as less in all areas, thus this was an indication that more could still be done. The categories were more, less, and none. The discussion mostly cited meetings as being always badly organised. The respondents cited the following reasons for disorganised meetings:
overlapping meetings too many meetings long meetings
ill prepared organisers of meetings irrelevant agenda items
short notice of meetings
long distances to travel to an irrelevant meeting too many people inviting them to meetings.
6.13.4 Challenges in the development of each cluster.
Eight respondents shared what was regarded as negative experiences. The challenges to the cluster that could stifle development were cited as:
Number of responses
Arriving at the centre to find that there is no electricity. 1 Carrying heavy packs to school and back to the centre. 1 Arriving at the centre to find that the photocopier was out of order. 2
Arriving at the centre to find the computer is not functioning. 2 Arriving at the centre/ node to find a meeting /workshop cancelled. 2
Travelling long distances (others referred to it as unmanageable distances) 2
Arriving at the node and not receiving attention. 2 Coping with negative weather conditions. 4
• Paying for services (photocopying). 6
• Receiving limited support for the project by the principal, subject advisor(s),
SGB, or centre manager. 8 One female respondent, in frustration complained that once she had to leave her class
unattended, travel all the way to find that there is no one ready to assist her because her counterparts at a nodal point were all engaged with their own class work.
The researcher concluded that there was reason to address the above challenges as they were serious.
The problems arose from the following:
• No coordinator was appointed at either of node or centre of the cluster schools to coordinate the activities of the cluster.
• No proper communication channels were established between the node/centre, and the cluster schools.
• Challenges beyond anybody's control affected the respondents adversely, namely malfunction of photocopiers and computers
bad weather conditions
long distances to walk and travel payment for transport and services.
• Lack of management support and lack of proper planning for activities, for example the timetabling of activities.
SUMMARY.
The discussion in this chapter highlights the need for the proper coordination and constant communication that are essential to any project. Problems such as those revealed by the respondents need to be anticipated. Once they arise they need to be recognised early and addressed quickly. In the case of the clusters and nodal centres there are many problems that required prompt attention. Attention to these issues could enhance the effectiveness of the clusters and centres.