The purpose of this study was to investigate the awareness and preparedness of the Inkandla and Mbazwana school clusters regarding information resource sharing. However, the development of the cluster project took different forms, and subsequent events showed that the form it took either allowed for further growth and development or exposed the project to failure and decay. As the study had to establish the levels of awareness and preparedness of these cluster members as well as nodal schools of the cluster concept, it emerged from the study that there are two types of awareness, that is, awareness of the vision and.
Responses regarding awareness of the vision yielded mixed results, as levels of awareness varied from individual to individual, and it is the level of awareness that ultimately determines the levels of readiness to accept concepts, which ultimately affects the use and non-use of the vision. centers.
CONCLUSIONS AND RECOMMENDATIONS
50 Figure 4 Are library resources necessary for teaching and learning 51 Figure 5 Distances traveled by respondents to nodes.
LIST OF TABLES
LIST OF APPENDIXES
LIST OF ACRONYMS AND ABREVIATIONS
INTRODUCTION
- Background on the clustering concept and the two cluster sites
- The physical sites and their development
- Mbazwana
- Inkandia
- The curriculum context
- Problem statement
- Purpose of the study
- The objectives
- Research questions
- Definition of key terms
- Summary
Rural schools would become self-sustaining and effective learning institutions, and this support was in the context of KwaZulu-Natal. To determine to what extent the awareness of the concept of clustering and its benefits has influenced the development of clusters. Access to resources at resource centers or hub schools plays a role in curriculum development.
A school has been identified as a hub for the group's activities because it has better resources (KwaZulu-Natal 2003b).
CONTEXT OF THE STUDY
- Background to the study
- The cluster projects of the KZN Department of Education
- The District Development Support programme (DDSP)
- The Mbazwana cluster at Ubombo
- Summary
Engaging local communities to raise awareness of the department's transformation initiative. The ability of schools to provide one place to store large amounts of resources. The readiness and support of the school management team, their staff and the school management (SGB).
This vehicle visits all the schools that are members of the Mbazwana cluster to share resources.
LITERATURE REVIEW
- Introduction
- Library models
- The school cluster model in KwaZulu-Natal
- Rationale behind the emergence of the cluster model and Curriculum 2005
- ELITS Provincial School Library Policy and clustering
- Summary
In a report prepared for UNESCO, within the Ministry of Education, Sports and Culture by the Director of Audio-Visual Services, (Sells [19—]:1), the grouping strategy is mentioned in the context of a mobile unit that is used to share materials from rural schools that are within a group. The area's isolation, terrain and road conditions are contributing factors to the lack of good education provision. The role that heads and SGBs can play in the education of students is further emphasized.
And the Piketberg/Porterville cluster, rural schools in the West Coast Winelands regions of the Western Cape (MiET 2005).
Research design
- Introduction
- Rationale for the choice of method
- Population and sampling
- The characteristics of the population as sampled
- Instrumentation
- Questionnaire
- Structured interviews
- Categories of information
- Forms of questions
- Evaluating the instrumentation
- Changes resulting from the evaluation of questions
- Administering the questionnaire
- Data reduction and analysis
- Evaluation of the methods used
- Summary
This was done by a Zulu-speaking researcher with a university degree in Zulu. (de Vaus, who lists the following checks to be made at this stage: The most important change to the interview schedule was to present the question in English and Zulu.
As patterns emerge from data, this is influenced by ideas and concepts with which the researcher is familiar (Bertram 2003:142).
Results of the survey
- Introduction
- Response rate
- Results from the two surveys
- SECTION 1: DEMOGRAPHIC DATA
- SECTION 2: AWARENESS OF THE CLUSTER MODEL
- SECTIONS 3 TO 6
- SUMMARY
The head of the center of the educational center holds the title of Doctor; However, it was difficult to ask directly whether this was as a result of receiving a doctorate or an honorary pledge. This question (3) was asked so that respondents could determine whether they belonged to a node or cluster, or even if they knew about the arrangement of clusters. It is interesting to note that there are three educators who do not know about clustering.
Of the 15 respondents who were aware of the cluster arrangement, two did not know why they had to enter this arrangement. For question 3, respondents were asked to indicate who informed them about the status of their cluster. Respondents were asked to respond by rating their level of use on a scale of 1 to 10 Respondents expected.
The availability from the point of view of other sources was less adequate or was not available, e.g. There are no DVDs, in fact there was a general concern about the availability of multimedia sources. Of the respondents, 11 travel less than nine kilometers, and only three between 10 and 15 kilometers.
In trying to establish whether they were happy to have to do this (in question 15), the answers were that none of the respondents were satisfied with the status quo. Fifteen of the respondents who patronized the hubs indicated that there was an effort by the department to intervene in all the tabulated areas, but much more still needed to be done.
Interpretation of the results
- Introduction
- Review of background to the study
- The vision behind the development of clusters
- Awareness of the vision behind the clustering of schools at Mbazwana
- Awareness of the vision behind the clustering of schools at Inkandla
- Identification of the stakeholders and the beneficiaries of the project
- The role awareness of the clustering concept, and its benefits in terms of access to resources played in the development of each cluster
- Sources of information about the cluster status
- How awareness of the cluster status benefits the development of clusters
- The role played by the preparedness to share information resources in the development of each cluster
- Availability of resources at the Mbazwana centre
- Availability of resources at the Inkandla nodal point
- Frequency of the visits to the centres
- Relevance of the stock in support of the critical outcomes of the curriculum
- Library resources are more essential for teaching and learning than textbooks
- Distances travelled to the nodal points
- Payment for transport
- Communication with the centre or nodal points
- Storage of resources once they reach the schools
- Challenges in the development of each cluster
- Plans for a school based central library
- Continued patronage of education centres
- Assistance found at the nodal points
- Challenges in the development of each cluster
Only two respondents had access to the rules of the ELITS school library, we communicated with the rest of the respondents orally at a meeting or informally. The assessment of resource availability is measured against people's expectations, so it is correct. Another indicator that determines the level of readiness to use the center is the frequency of visits to the center or hub.
The importance of resources is essential in determining or influencing the level of willingness to patronize and use the stock. 55% were satisfied with the level to which resources supported critical curriculum outcomes. Resources for all or most of the requested topics or topics were available at the center or hub.
45% were not satisfied, although none of the reasons given were directly related to the question. Three respondents travel less than 15 kilometers and none of the respondents travel more than 15 kilometers. Although the distances to the center seem acceptable, as none of the respondents have to walk, using public transport does require conscious detours.
100% of the respondents pay for their own transport to get to the center or node. This was established with a question that dealt with continued protection of the center or node.
Conclusions and recommendations
- Introduction
- Revisiting the objectives of the study
- Conclusions
- Lessons learned for the development of other clusters
- The vision behind the development of clusters
- The role awareness of the clustering concept, and its benefits in terms of access to resources played in the development of each cluster
- The role played by the preparedness to share information resources in the development of each cluster
- Distances travelled and payment for transport
- Communication with the centre or nodal points
- Advantages of clustering around education centres or nodal points
- Challenges in the development of each cluster
- Recommendations
- Training
- Suggestions for further studies
- Exploring the benefits
- Provision of space at the centres or nodes
- Do the cluster interventions and all related activities transform the targeted communities?
- Do the centres have a direct or indirect influence in improving the quality of life in the areas concerned?
- ICT intervention
- CONCLUSION
The study further revealed that all respondents from the Mbazwana community were more aware of the cluster vision because the concept came from the community itself. In Inkandla, the Ministry of Education intervened deliberately; therefore, knowledge of vision was limited. It is evident that where awareness was widespread, i.e. in Mbazwana, there was more center patronage.
These influences are therefore necessary because they have an effect on the growth and development of the center or node. Through the resource selection policy of the center or node, this could for example involve all role players, including cluster members. This means that the training of the relevant departmental officials should be accredited through short courses or modules.
A relevant baseline study should be conducted covering all aspects of the project, which by its very nature will create a level of awareness. Is the space designed to include the socio-economic difficulties of group members in rural communities. A network of educational centers that support the achievement of the strategic goals of the KwaZulu-Natal Ministry of Education.
A South African Curhculum for the Twenty-First Century: Report of the Review Committee on Curhculum 2005. AN ILLUSTRATION OF THE CONNECTION BETWEEN A NODE AND A SCHOOL (CENTER AND A SCHOOL) THE CONCEPT: Clustering for resource sharing.
SIDE VIEW
FRONT VIEW
CLUSTER MEMBER SCHOOL IN INKANDLA: See: Isolation of the school from community houses, See also: Distances to be covered. Summary of basic services provided in education centers (copied from cited MiET documents). Nodes for KZNDOE ABET delivery Human resource development linked to community needs Provision of satellite campuses for community municipalities.
C s ^ n d family affecte/d_bveAID HIV/AIDS education across the curriculum, plus teacher capacity building in counseling skills, etc. Using schools as hubs of support for OVC and families affected and infected by HIV/AIDS. 34;Peace Begins With Me' programs to combat discrimination based on gender, race or disability due to HIV/AIDS (orphans or HIV-positive persons).
Diagram 1
This map illustrates schools, by type, in the Nkandia magisterial district and within a 3 km buffer around the district.
Interview Schedule
NAME OF SCHOOL
ADDRESS
PHONE
Do not indicate the portfolio of the researcher within the education department, as this may prejudice the answers. Indicate that the respondents can speak freely as this interview will not be used to harm them in any way. The respondents should be allowed to talk about their area or community, as this information can be valuable for this research.
Ucabanga ukuthi kubalulekile ukusungula umtapo wolwazi esikoleni sakho? Ingabe ucabanga ukuthi kubalulekile ukuba nomtapo wezincwadi, noma ingabe kulungile ngempela ukubambisana nebhodi lesikole? Uma kunjalo, uzibuyisa kanjani izinsiza uma uya esikhungweni. Ithini isistimu yakho yokuxhumana ne-node noma isikhungo?
Do you have plans to develop your own library and eventually move away from the cluster. If you had a fully functional library in your school, you would still be patronizing the node/hub. Degree • Diploma D Service • NGO course/s D ELITS course/s •. Are there library periods for all classes on the school timetable.
If yes, please indicate which NGO:. Does the school have access to a local public/community/mobile library? If so, does this library allow the school to take out block loans. i.e. a cross-curricular program involving all teachers in both reading and teaching and the use of information literacy). The school has an information literacy program.
RAIN* Distribution Centres
