LIST OF ACRONYMS AND ABREVIATIONS
CHAPTER 7 Conclusions and recommendations
7.4 Lessons learned for the development of other clusters
The lessons learned will be presented by briefly revisiting the objectives of the study.
7.4.1 The vision behind the development of clusters.
School communities that are earmarked for clustering are always informed about their status. The concept of clustering for resource sharing is a relatively new approach to education provision. In KwaZulu-Natal it has never been used before as a government strategy. Where it does take place it remains ad hoc, less formalised, is stimulated by NGO intervention or remains as a localised initiative for professional support.
The study however reveals that school communities that are identified for clustering should be informed of the intention to cluster long before implementation. This gives communities an opportunity to participate in the formulation of the vision. This exercise is undertaken as a process because the debates that ensue ensure common
understanding. The study revealed that through discussions the following can happen:
• Issues of ownership versus lack of ownership of resources could be tackled openly so that the perceived outcomes are anticipated, and dealt with.
• By exposing the conditions of being a cluster member or a member of a nodal school, a lot of misconceptions can be clarified.
The concept needs to be widely understood, therefore the vision needs to be communicated through a meaningful baseline study. In communicating the vision a deliberate advocacy strategy has to be followed and this should incorporate verbal communication to all stakeholders.
The study further revealed that all the respondents of the Mbazwana community were more aware of the cluster vision because, the concept emanated from the community itself. Kaniki (2001:189) explores the value of librarianship pursued for the benefit of the community, as an alternative for those who were not served by the mainstream or traditional public library services. Kaniki (2001:189) quotes Dolan's definition of community librarianship:
• Community of territory: a membership of people or a group defined by location or geographical and /or administrative boundaries.
• Community of attachment: a group which is nurtured by a sense of belonging in terms of religion, politics and other beliefs.
• Community of interest: people who share common social practices and concerns arising, out of ethnicity class, age, gender educational achievement and lifestyle.
• Community of action: autonomous group pursuing change on particular issues.
• Community of needs: people sharing common needs, which are often unexpected and thus require professional investigation to reveal them.
The Mbazwana community was therefore better positioned to understand the vision and pursue it because as a group they were themselves pursuing the change of their
educational environment. At Inkandla the intervention was deliberate by the education department; hence there was limited knowledge of the vision. Lack of awareness of the vision at Inkandla was caused by:
• Limited advocacy, this is an assumption because some respondents were unaware of their status.
• Limited contact, due to distances travelled.
• Low levels of education by both the beneficiaries of the project as well as the stakeholders, making it difficult for them to understand the operations of the project.
7.4.2 The role awareness of the clustering concept, and its benefits in terms of access to resources played in the development of each cluster.
The study revealed that the level of awareness could influence the level of
preparedness. The respondents who had access to relevant policies, who obtained information from Departmental officials as well as colleagues, were inclined to be more accepting and prepared for the project than those who were unaware. The levels of awareness by the relevant school communities were established by measuring the levels of popularity for the concept through:
• usage of the centre or node
• knowledge of the stock available at the centre or node
It is obvious that where awareness was widespread, that is at Mbazwana, there was more patronage of the centre. The low levels of awareness on the other hand affected patronage adversely, which was the case at Inkandla.
Patronage also a influenced knowledge of what is available at the centre or node. This knowledge indirectly influenced the expectations of the respondents. These expectations can go a long way in determining or influencing the resource selection policy of the centre, because there will always be queries, and requests for particular topics or themes.
These influences therefore are necessary because they have an effect on the growth and development of the centre or node. However, where the levels of patronage are low, the expectations in turn are also low, thus it can be anticipated that development will be slow.
7.4.3 The role played by the preparedness to share information resources in the development of each cluster.
The state of preparedness means a paradigm shift, and this shift is responsible for the community's level of readiness to accept the project, or not. Obviously the Mbazwana community was more aware, and thus in turn more prepared. More people used the centres, who in turn were able to evaluate the collection. At Inkandla few people were prepared to use the centre, even though they could assess the collection at the node, the researcher concludes that they were in no position to influence the resource selection policy of the nodal point.
The preparedness to patronise the centre further means the ability to integrate library resources with teaching and learning. The use of books and other information sources, ranging from fiction to documentary, from print to electronic, both on-site and remote, with the materials used to complement and enrich textbooks, teaching materials and methodologies (IFLA 2000), can definitely support the critical outcomes of the
curriculum.
The researcher therefore concludes that the cluster members who are aware and prepared to patronise the centre, can adequately support the critical outcomes of the curriculum, whilst those who have little or no access to resources will fail to meet curricular needs.
The ardent users of the centres or nodes became sensitised and therefore they were more inclined to influence their learners to use libraries, whilst those who themselves had little or no regard for libraries would most likely fail to influence their learners. The latter group would obviously rely more on textbooks for teaching and learning.
7.4.4 Distances travelled and payment for transport.
The preparedness to travel does not mean a willingness to do so. In order for the centres/ nodes to develop, the level of acceptance can grow if resources are mobilized, or transported to the cluster members, instead of expecting users to be frequently on the move to acquire these resources. The inclusion of mobility in whatever form would undoubtedly improve the level of preparedness. Users will only patronise the
centre/nodes for meetings, to request block loans, and hold workshops, and so on and these visits will be infrequent, without the burden of bringing back resources. The issue of payment for transport must be reviewed so that acceptable solutions can be arrived at.
7.4.5 Communication with the centre or nodal points.
The study revealed that the terrain in both these areas is mountainous and forested making travel from district or circuit office to schools and between schools long and difficult. Other alternative means of communication therefore is important, for example, telephones, cellular phones, fax and e-mails (see relevant pictures in Appendix G).
These technologies are however not as widespread as required.
The terrain at Mbazwana also adversely affects travelling. The area is very sandy, especially when trips are made to schools off the main roads. Therefore the researcher concludes that the relevant information communication technologies should be viewed as an answer to communication, for instance e-mail, cellular phones and so on.
7.4.6 Advantages of clustering around education centres or nodal points.
Being in a cluster poses many logistical problems for both the centre/node, and the cluster school. However, the study was able to establish that clusters can address most needs that are linked to the professional development for educators.
All the respondents who patronised the nodes agreed that all schools should have their own central libraries, however, 25% of the respondents said they would continue
patronising the centres or nodes for support and professional development. This finding is significant because it indicates that the nodal points may not decay, if given the necessary attention that allows for growth and support for education delivery.