Information and communications technologies in library facilities in disadvantaged rural schools in South Africa: Lessons from Limpopo province

Abstract

Universally, information and communications technologies (ICTs) have revolutionised multiple ways of executing tasks in many sectors. In the education sector, ICTs provide a scaffold to enhance technology-driven teaching and learning information needs of the teachers and learners in a school environment. The aim of the study was to investigate the availability and use of ICTs in library facilities in primary schools in disadvantaged rural communities in Limpopo province, South Africa. The study targeted all 18 primary schools in Lebopo Circuit of Mankweng Cluster. Self-administered questionnaires were used to collect data from teacher-librarians who attended a school library workshop at a local high school. Purposive sampling was employed in the selection of the teacher-librarians and all 18 schools were represented by one teacher-librarian. The findings indicate that there are few ICTs used by the teachers to enhance teaching and learning in different library facilities in disadvantaged rural schools. The study recommends that additional ICTs should be procured by the Department of Basic Education (DBE) for distribution to all schools to mitigate technology-driven information needs of teachers and learners. Furthermore, as vandalism was cited as a challenge in all schools, security needs upgrading to protect the few available ICTs.

Keywords

ICTs school library facilities disadvantaged rural schools Limpopo province South Africa

1. Introduction and background to the study

Educational transformation is a national imperative in the post-apartheid South Africa. This is owing to huge disparities in the provision of adequate and quality educational resources to schools in disadvantaged rural communities. The apartheid ideologies that were in force from 1948 until 1994 resulted in an unequal education system which persists in the post-apartheid era (Van Zyl, 2002). However, the advent of ICTs has revolutionised multiple ways of executing tasks in many sectors including education. Omotayo and Chigbundu (2017, p. 184) affirm:

The world is going through a period of revolutionary change (technological revolution) induced by ICTs, which cut across all sectors. As the advent of ICTs is changing the workplaces, the education sector is also being revolutionised by ICTs, which is undoubtedly affecting teaching, learning, research, management and administration.

The Department of Education (DoE) (2004, p. 16) affirms that:

ICT can enhance educational reform by enabling teachers and learners to move away from traditional approaches to teaching and learning. In a transformed teaching and learning environment, there is a shift from teacher-centred, task-oriented, memory-based education (with technology at the periphery), to an inclusive and integrated practice where learners work collaboratively, develop shared practices, engage in meaningful contexts and develop creative thinking and problem-solving skills.

ICTs refer to all devices, networking components, applications and systems that, when combined, allow people and organisations (i.e., businesses, non-profit agencies, governments and criminal enterprises) to interact in the digital world (Rouse, 2017). Through ICTs, users are able to find, retrieve, store, process and disseminate information across the globe. In this technological era and information-driven society, a wide-range of ICT tools such as cellphones, tablets, computers and laptops are used by citizens to meet their diverse and ever-evolving information needs daily. However, acquisition of the digital skills is imperative for the users to optimally use ICTs (Matli & Ngoepe, 2021b). In an education sector, diverse ICTs provide a scaffold to enhance vast technology-driven teaching and learning information needs of the teachers and learners. It is hoped that with adequate ICTs in a school set up, learner outcomes can be improved. Innovative teaching methods and approaches of the teachers can be enhanced to make learning interesting, stimulating and fun.

World-wide, developed and developing countries have embraced ICTs in teaching and learning endeavours (Buabeng-Andoh, 2015). Owing to the introduction of the e-education policy in government schools, even schools in disadvantaged rural communities have embraced and integrated the use of ICTs to boost the quality of teaching and learning. However, owing to the legacy of the apartheid education system prior to 1994, the majority of schools in the former homelands of South Africa are dubbed resource-constrained environments, negatively affecting the quality of education offered to the learners. Mojapelo (2020b, p. 6) states that “in South Africa, the education system has not fully recovered from the effects of Bantu Education Act of 1953.” Consequently, the diverse and ever-evolving curriculum-related information needs and obligations of most teachers and learners are not met, which in turn results in poor learner outcomes. In South Africa, educational transformation remains incomplete without adequate provision of quality educational resources to even the poor schools in disadvantaged rural communities which were marginalised and neglected during the apartheid era.

The DoE (2004, p. 6) states that:

Education systems have an obligation to deliver on public expectations of quality education for economic growth and social development. Quality improvement and the enhancement of excellence are often perceived to be antithetical to increased access to equity and redress.

Given the dramatic shortage of well-resourced and functional libraries in most schools, it is through ICTs that teachers and learners can access information sources through virtual or digital libraries (DoE, 2004). Despite other circumstantial realities affecting education, “ICT integration in the classroom is often viewed as a panacea towards resolving South Africa’s education challenges” (Ojo & Adu, 2018). Even the South African government has embraced the notion of e-education to improve teaching and learning in schools. The DoE (2004, p. 15) states that:

The concept of e-Education revolves around the use of ICT to accelerate the achievement of national education goals. e-Education is about connecting learners to other learners, teachers to professional support services and providing platforms for learning. e-Education will connect learners and teachers to better information, ideas and one another via effective combinations of pedagogy and technology.

The DoE (2004, p. 6) further states that:

ICTs are central to the changes taking place throughout the world. Digital media has-revolutionised the information society and advances in ICTs have dramatically changed the learning and teaching process. This has opened up new learning opportunities and provided access to educational resources well beyond those traditionally available.

ICT tools in a rural environment can help to address the plight of the rural poor citizens by providing services essential to improve their daily lives (Mojapelo, 2018a). Mbatha (2015, p. 105) avers that “modern ICTs were also discovered as effective tools to facilitate information.” This is even true of disadvantaged rural and geographically isolated schools without well-resourced and functional libraries (Mojapelo, 2018b). ICTs can be used to fight social exclusion in all communities (Mojapelo, 2018a).

Mbatha (2015) states that the digital divide challenge creates and reinforces socio-economic inequalities amongst citizens who have access to ICTs and those without. Mojapelo (2020a) observes that information poverty in rural villages widens the already existing digital divide between urban and rural citizens. Acquisition of digital literacy skills in using ICTs, therefore, cannot be overemphasised. According to Matli and Ngoepe (2019, p. 129), “addressing the gap of ICT skills is one of the fundamental options to grow and develop the capacity of people to effectively participate in economic activities” which are technology-driven.

In a school set up, ICTs can help to narrow the digital divide and widening knowledge gap between teachers and learners in rural and their counterparts in urban environments (Matli & Ngoepe, 2019). Mbatha (2015) affirms that free internet access is a viable way to achieve this.

World-wide, the integration of ICTs in teaching and learning endeavours has immense advantages over traditional ‘chalk and chalkboard’ pedagogic interaction as they stimulate teaching and learning. Padayechee (2017, p. 38) states the following:

The integration of ICTs in education offers several benefits: sharing of resources and learning environments as well as the promotion of collaborative learning and a general move towards greater learner autonomy (Eze et al., 2013). However, technology integration is more than supplying computers and an internet connection; it involves the instantiation of learning activities with pedagogically informed use of ICT tools (Mereku & Mereku, 2015).

Buabeng-Andoh (2015) citing Almekhlafi (2006) and Levin and Wadmany (2006) states that the potential benefits of ICTs in education have influenced many nations to implement ICTs in their educational systems so as to churn out ICT skilled human resources who can cope with global challenges. However, as observed by Matli and Ngoepe (2019, 129), “a lack of ICT resources contributes to the number of people who are insufficiently skilled in ICT use.”

With high poverty and unemployment rates prevalent globally, the acquisition of knowledge and requisite ICT skills is imperative for youths all over the globe. This is especially true to the majority of the youth in South Africa “who are neither in employment, education, or training (NEET), and seeking for opportunities” to contribute to the economy and to earn a living (Matli & Ngoepe, 2021a, p. 1242). Matli and Ngoepe (2021a, p. 1242) citing (Kasim et al., 2013) further state that “the need to prioritise the empowerment of young people remains important in order to transform the economy and reduce inequalities.”

With high unemployment rate amongst youth in South Africa (Statistics South Africa, 2021), it is critical for youth to acquire ICT skills to increase employability prospects. As “South Africa’s economic growth is not leading to enough quality job creation (International Labour Organisation (ILO) 2017), therefore, it is critical for people to be competitive in global markets, and having the ability to use ICT is thus crucial” (Matli & Ngoepe, 2019, p. 129). As the trend of unemployment continues to rise in South Africa (Matli & Ngoepe, 2019), with high digital literacy skills, unemployed youth can use ICTs to be entrepreneurs and be their own bosses. They can for, example, be information consultants and information brokers and make their own living. As observed by Matli and Ngoepe (2021b), unemployed youth who are NEET can also use ICTs for self help and development. However, as observed by Matli and Ngoepe (2019, p. 129), “skills to navigate and search for jobs and developmental opportunities are of great importance for people who are not in education, employment or training” as it is the case with the majority of the youth in South Africa.

In this knowledge economy era, ICTs are regarded as catalysts for both teachers and learners to meaningfully construct, process and use information for curriculum-related accomplishments. In a school environment, ICT tools are used in acquiring and generating information and knowledge which is essential to improve teaching and learning. However, owing to inheritance of apartheid legacy in South Africa, “provinces are at different levels of ICT integration in education: Significant progress has been made with provincial implementation in the Western Cape (Khanya); Gauteng (Gauteng OnLine) and Northern Cape (Connectivity Project)” (DoE, 2004, p. 10). These are urban provinces which were reserved for whites during apartheid and were least affected by apartheid discriminatory and oppressive laws. Computers and their accessories are installed in schools for teachers and learners to utilise them for teaching and learning. However, the projects have invited vandalism and burglary in schools where ICTs are targeted (Mojapelo, 2020b).

In Gauteng, each district has Gauteng Online bus to assist schools where Gauteng Online in schools is offline because of theft of computers and their servers or connectivity challenges. Conversely, mostly rural provinces such as Eastern Cape, KwaZulu-Natal and Limpopo that are comprised of former homelands during apartheid have no ICT projects for schools resulting in poor and low digital literacy skills of the teachers and learners (DoE, 2004). These are provinces where learner outcomes and performances are at the lowest ebb. With ICTs in a school environment, e-learning is a reality. The DoE (2004, p. 17) defines the concept as follows:

e-Learning is flexible learning using ICT resources, tools and applications, and focusing on interaction among teachers, learners, and the online environment and on collaborative learning. e-Learning usually refers to structured and managed learning experiences, and may involve the use of Internet, CD-ROM, software, other media and telecommunications.

Rouse (2017) states the following:

It is established that ICT in primary school lessons is today a powerful didactic tool that involves children in active work, develops their cognitive interest, promotes better learning and enhances learning effectiveness. Learning needs to be polysensory and varied in order to meet students’ information needs.

Digital infrastructure is critical for even teachers and learners in disadvantaged rural schools to access e-information globally. However, “Africa is a developing continent: The lack of developed infrastructure for information communication technology is exacerbating the gap between Africa and the developed world” (DoE, 2004, p. 8). In South Africa, in mostly rural provinces, digital infrastructure is a nightmare negatively affecting teachers and learners to access online information sources for curriculum-related activities. Mbatha (2015, p. 104) citing Ojo (2005), Tobin, Porumbescu and Lee (2013) state that “… most African countries have poor ICT infrastructure and abject poverty in some countries is due to a number of reasons including poor information facilities and access.” With poor digital infrastructure, digital access to information becomes a nightmare. Digital infrastructure is critical in disadvantaged rural communities for poor youth to access information related to education and job opportunities. With a few (1,801 functional school libraries: 7.23% of all schools) well-resourced and functional school libraries in South Africa (Library and Information services (LIS) Transformation Charter, 2014), robust digital infrastructure with broad bandwidth is critical for all disadvantaged rural communities, to facilitate access to global electronic resources thereby mitigating curriculum information needs of the teachers and learners. In South Africa, “the current status of school libraries reflects as inadequate to support resource-based learning in outcomes-based education. The DoE will promote access to digital libraries. Information available in public libraries, museums and government offices should be made available in digital formats and networked applications” (DoE, 2004, p. 34). With networked computers, digital or virtual libraries can be established, particularly for most schools in disadvantaged rural communities without library facilities for teachers and learners to access electronic information (Mojapelo, 2018b).

For ICTs such as the internet and its accompanying technologies to be used effectively in a school setting, both teachers and learners need to be digitally literate. They need to possess essential requisite information skills to retrieve, save, store and disseminate information (Mojapelo, 2014). Teachers and learners need to be skilled in organising and retrieving stored information from websites, search engines and online databases.

However, Mojapelo (2018b, p. 4) states that “in South Africa, more than 50% of the existing teachers obtained their teaching qualifications during the apartheid era.” This means that they never used ICTs in the course of their own studies, possibly rendering many technophobic. Padayechee (2017, p. 36) states that “ICT integration in education in South Africa has been severely limited by operational, strategic and pedagogic challenges.” However, Ojo and Adu (2018, p. S1) state that “the effectiveness of the use of ICTs in teaching and learning in a high school is germane to the recent educational development and innovation in Africa.” It is hoped that with adequate ICTs in a school setting, the learner outcomes can improve dramatically as teachers and learners will develop information literacy skills necessary to enhance teaching and learning activities.

2. Contextual setting of the study

The study took place in Lebopo Circuit, Mankweng Cluster of the Capricorn District of Limpopo province. The circuit is made up of 18 primary and 11 secondary schools which are all located in disadvantaged rural villages. All of the 18 primary schools were included in the study. Seventeen primary schools are categorised in quintiles 1 to 3 because of their poor socio-economic backgrounds and have been declared no-fee paying schools. However, only one school is in quintile 4 as it is under the administration of the Roman Catholic Church.

In provinces such as Limpopo which comprised of three former homelands during the apartheid era, there are few (mostly ex-Model C) schools with computers to boost teaching and learning activities. In KwaZulu-Natal, only 10.4% of the schools have computers for teaching and learning (DoE, 2004). The situation is appalling in Limpopo (4.9%) and Eastern Cape (4.5%) (DoE, 2004). This is in contrast with the situation in urban provinces such as Western Cape, Gauteng and Northern Cape with 56.8%, 45.4% and 43.3% respectively (DoE, 2004).

In this study, only three schools have a central library. Qualified and permanent library staff to manage the few relevant and available resources are scarce because of a lack of teacher-librarians’ posts at government schools. Subsequently, schools without central libraries have adopted other school library models such as classroom converted into a library facility, storerooms, corner libraries in classrooms and administrative offices to accommodate library-based resources, including ICTs (Mojapelo, 2018b). There is only one community library to serve learners and teachers from all 16 scattered villages under Kgoši (Chief) Molepo. Because of its geographic location, some users need transport such as taxis and buses to reach the library.

Without an adequate budget, security is a persistent challenge in most of these schools. Owing to high unemployment and poverty levels in disadvantaged rural communities, most schools in the circuit have experienced vandalism where perpetrators specifically target ICTs such as computers, laptops, televisions and cellphones. Recently, criminals have also targeted learning and teaching support materials delivered before schools reopen, food for learners and petty cash used to run day-to-day activities at schools (Mojapelo, 2020b).

3. Definitions of the relevant terms

The following terms are defined for the sake of readers who are not South Africans:

3.1 Ex-Model C schools

In South Africa, under the apartheid era (1948–1994), the education system was racially divided and fragmented (Roodt, 2011). With the inception of the new political dispensation in 1994, all white government schools were converted into ex-Model C schools to accommodate learners from other racial groups such as Blacks (Africans), Coloureds and Indians. The ex-Model C schools are therefore those schools which were reserved for white learners during the apartheid era. These are “formerly white schools” in affluent suburbs across the country (Bloch, 2009, p. 129). Many are well-equipped with the best educational resources, such as libraries, laboratories and sports grounds. These are schools which are characterised by best learner outcomes because they are able to get extra resources and extra teachers since their learners pay school fees (LIS Transformation Charter, 2014; Hart, 2013). “The ability to charge higher school fees in the suburbs was a rational decision to add to the resources available in the school system” (Bloch, 2009, p. 129). Hart and Zinn (2015, p. 22) assert that “the high achieving schools in South Africa are the schools with functional libraries.”

3.2 Quintile system

According to Van Dyk and White (2019, p. 1), “equitable funding of public schools to reduce the disparities in education inherited by the post-apartheid government of South Africa in 1994 has become a priority.” For fair allocation of financial resources, all public schools in South Africa have been categorised into five quintiles (DBE, 2015; 2017). The socio-economic conditions of communities in which schools are located are used to rank or classify them. According to DBE (2015; 2017), the national poverty table, prepared by the Treasury, determines the poverty ranking of areas based on data from the national census including income levels, dependency ratios and literacy rates in the area. Provinces then rank schools from quintile 1 to 5, according to the catchment area of the school. The poorest schools are included in quintiles 1–3 and the least poor in quintiles 4–5 (DBE, 2015). With 28. 2% schools in quintile 1 [the highest in the country], the Limpopo province has a high number of “no fee paying schools” compared to other schools in other provinces (Van Dyk & White, 2019). This implies that most schools in the province are situated in poverty stricken communities characterised by high unemployment rates. According to Van Dyk and White (2019), only 8% of the schools in Limpopo province have been categorised in quintile 5 [the lowest in the country] implying that there are very few ex-Model C schools with well resourced libraries and laboratories.

4. Problem statement

Quality of education offered in a school setting determines the outcomes and performance of the learners. However, in South Africa, the majority of resource-constrained disadvantaged rural schools, mostly in quintiles 1 to 3, are dubbed dysfunctional and are characterised by poor quality teaching and learning with predictably poor learner outcomes. With a few (1,801 functional school libraries: 7. 23% of all schools) well-resourced and functional school LIS nationally (LIS Transformation Charter 2014), information accessibility is a daunting challenge to the majority of the teachers and learners in disadvantaged rural communities. Lack of exposure to diverse and multiple information sources, including access to the ICTs, is cited as a challenge affecting learner acquisition of reading, numeracy and writing skills. It is a stark reality that Grades 4 and 5 learners in South Africa are among the lowest of the rankings in the Progress in International Reading Literacy Study (PIRLS) and they fare badly in reading, numeracy and writing because they lack exposure to information sources, including ICTs, to motivate them to learn (National Reading Coalition, 2019; Spaull, 2015).

However, ICTs have proliferated in all spheres of life including education (DoE, 2004). With the introduction of e-education in a school curriculum, the teachers’ and learners’ ICT driven information needs should be met to arouse learners’ interest in improving their outcomes. Availability of the ICTs in a classroom situation is essential to enhance teaching and learning activities. ICTs are needed for both teachers and learners to construct and generate knowledge essential to meet the objectives of the curriculum (Mojapelo, 2014).

5. Aim and objectives of the study

The aim of the study was to investigate the availability and use of ICTs in library facilities in primary schools in disadvantaged rural communities in Limpopo province, South Africa. The following objectives guided the study:

•
To establish types of ICTs and their use to meet the curriculum-related information needs of the teachers and learners.
•
To investigate school library facilities used by teacher-librarians to house ICTs.
•
To investigate challenges relating to ICTs in library facilities in disadvantaged rural schools.

6. Literature review

Different information sources were consulted to underpin the study. The literature review was guided by the objectives of the study.

6.1 ICT tools and their use in school library facilities

Wide-ranging ICTs are used in a school environment to meet the diverse and ever-evolving information needs of the teachers and learners. Networked computers are indispensable for teachers and learners to access the internet services to meet their curriculum-related information needs (Mojapelo, 2018a). The internet is an effective tool for sharing information and knowledge globally (Mbatha, 2015). Chawinga and Selemani (2017, p. 43) citing Chawinga and Zinn (2016) state that:

The internet together with its applications has proved to be a remarkably convenient, cheap and affordable avenue for bringing people together where they share data, information and knowledge, thereby enlarging the range of human capabilities.

Adequately networked computers are essential in schools for use by both teachers and learners to improve education. Learners need equitable access to networked computers or laptops to access online information sources, in order to execute their assignments, homework and research projects. While navigating and surfing diverse information sources from the internet, learners develop information literacy skills needed to locate and retrieve information. Teachers also need information to prepare quality, stimulating and attractive lessons of a high standard (Mojapelo, 2018a). Mobile devices such as smartphones, tablets and laptops can also be used to access e-resources to meet the information needs of the curriculum. Teachers and learners can use tablets (small portable computers with touch screens) to meet their curriculum-related needs (Mojapelo, 2018b). Appropriate applications (apps) that meet the curriculum needs make tablets interactive and versatile teaching and learning tools which stimulate imagination and high-order thinking skills (Mojapelo, 2020b).

Photocopy facilities and scanners are needed in school library facilities for teachers and learners to meet the multiple information needs related to the resource-based curriculum (Omotayo & Chigbundun, 2017). Teachers need access to photocopiers and scanners to scan and reproduce newspaper articles for reading in classes. External drives and memory sticks are crucial for both teachers and learners to save and store the retrieved information to meet curriculum-related obligations. School library facilities may even be fitted with white smartboards for interactive teaching and learning. E-readers (electronic devices where books are kept in digital format) can stimulate learners to love books and read them. E-books, including ‘talking’ books, can also inspire learners to love and read books (Nwagwu, 2015).

6.2 School library facilities used to house the ICTs

As already alluded to, in South Africa, it is incontestable that only a few schools, mostly ex-Model C schools have well-resourced and functional school libraries (Mojapelo, 2018b). Owing to inheritance of apartheid in the education system in the country, physical infrastructure is still a major challenge in most schools in disadvantaged rural communities of mostly rural provinces such as Limpopo and Eastern Cape (Mojapelo, 2014). In Limpopo province, only 2% of the schools have central libraries (Mojapelo, 2014). Subsequently, most schools have adopted other library facilities such as storerooms, staffrooms and classrooms to accommodate library resources including ICTs (Mojapelo, 2018b).

6.3 Challenges faced by teachers and learners in using ICTs in schools

There are challenges faced by teachers and learners relating to use of ICTs in disadvantaged rural schools.

6.3.1 ICT policy

According to Le Roux (2002, p. 112), a policy is defined as:

A definite course or method of action selected from among alternatives and in light of given conditions to guide and determine present and future decision and also: a high-level overall plan embracing the general goals and acceptable procedures especially of a governmental body.

In South Africa, a legislated policy by the parliament is essential for the implementation of a law or legislation. The DoE (2004, p. 27) emphasises the need for national Norms and Standards for implementation of e-education in all schools. With the introduction of e-education into the school curriculum, a wide range of ICTs are critical in all schools for both teachers and learners to access e-information for teaching and learning (DoE, 2004; Ngwagwu, 2015). For all South African schools to be on par regarding provision of ICTs, a ratified and legislated ICT policy from the DBE is essential for the rolling out of e-education. Given the unequal education system in the country relating to provision of educational resources, ICT policy is essential to guide the provision of ICT tools in all schools (Ojo & Adu, 2018). Without an ICTpolicy, it is near impossible that all schools will acquire ICT tools to implement e-education.

6.3.2 Funds

Adequate budget from the Norms and Standards grant is essential for procurement, acquisition and maintenance of the ICTs in library facilities at schools (DoE, 2004). As computers or laptops and their accessories are expensive, more funds are equally required to procure them for all schools. Funds are also essential to buy educational software for different teaching and learning programmes (DoE, 2004). In South Africa, even if the government has introduced e-education into the school curriculum, some provincial departments of basic education are not ensuring that all schools are well-resourced with ICTs for the implementation of e-education (DoE, 2004).

6.3.3 Digital infrastructure and internet connectivity

Robust and reliable internet connectivity is essential for teachers and learners to access information to meet the curriculum-related needs and obligations. Owing to apartheid spatial planning prior to 1994, disadvantaged rural communities are still characterised by unreliable and poor networks (Mbatha, 2015; Mojapelo, 2020a; DoE, 2004). As indicated by Ngoepe, Mojapelo, Ngoepe and Van der Walt (2017), the internet connectivity is a challenge in most disadvantaged rural communities impeding rural people to access information needed to improve their lives. Because of weak signal in most disadvantaged rural communities, teachers and learners battle to access e-information to enhance teaching and learning accomplishments (Ngoepe et al., 2017).

6.3.4 ICT facilitator and workshops

For ICTs to be integrated optimally in teaching and learning environment, a dedicated, knowledgeable and qualified ICT facilitator who offers support to teachers and learners is indispensable. As the integration and use of ICTs is a new terrain in the education sector in some provinces such as Eastern Cape, Limpopo and KwaZulu-Natal, teachers need regular ICT training to implement e-education successfully (DoE, 2004). Without workshops for teacher-librarians in the effective use of ICTs in teaching and learning, the integration of ICTs into the school curriculum will remain a pipe dream depriving teachers and learners opportunities from developing requisite information skills to meet their information needs.

6.3.5 Security measures relating to ICTs in schools

ICTs and other materials in a school situation require tight security measures to prevent vandalism and subsequent theft (DoE, 2004). It is a grim reality that in South Africa, school vandalism is increasing exponentially where ICTs such as computers, laptops, cellphones, photocopiers are stolen (Mojapelo, 2020a). It is an incontestable reality that the current security measures in most schools in disadvantaged rural communities are inadequate. Regular break-ins which are not uncommon are a testimony that security measures need to be improved in all schools to prevent theft of valuable school assets such as computers, cellphones and photocopiers (Ngoepe et al., 2017; Mojapelo, 2020b).

7. Research methodology

The study adopted a quantitative research approach and a survey research design was used. The study targeted all 18 primary schools in the Lebopo Circuit, Mankweng Cluster, Limpopo Province. In each school, the study targeted a teacher-librarian or teacher responsible for library matters at the school and purposive sampling was employed in this case. At the school library workshop for community engagement project organised by the researcher, all 18 of the teacher-librarians completed the self-administered questionnaire with open and closed questions. The aim of the workshop was to assist teacher-librarians. to set up functional libraries in schools. However, teacher-librarians raised many challenges such as they are in the classrooms fulltime teaching neglecting duties in the library facilities. A similar workshop was scheduled for high schools in the second semester of 2020. However, due to hard lock down as a result of COVID-19, the workshop did not take place.

8. Findings and discussions

In this section, the findings are presented and discussed using a relevant literature review.

When asked to indicate the ICTs available in their library facilities, the respondents indicated as follows:

Table 1
ICTs in school library facilities ( $N=$ 18)

ICT tools	Frequency	%
Photocopiers	18	100
Computers or laptops	18	100
Printers	18	100
Cellphones	13	72
Satellite dishes	3	17
Tablets	3	17
Data projectors	1	6
Screens	1	6

From the findings, it is clear that all (100%) disadvantaged rural schools are equipped with basic ICTs for the daily running of schools. Photocopiers, computers or laptops are critical to type and photocopy question papers and articles from newspapers, magazines and books for reading (Mojapelo, 2020b).

However, it is interesting to note that most (72%) disadvantaged rural schools have cellphones which are essential for communication with parents, circuit managers, other schools and other relevant stakeholders. From the findings, it is obvious that only a few (17%) disadvantaged rural schools have satellite dishes to receive educational television programmes such as Nali’bali for storytelling to encourage reading and learning.

It is crystal clear that schools in disadvantaged rural communities lack ICTs such as e-books, e-readers, CD ROMs, DVDs and educational software for collaborative teaching and learning. Schools in disadvantaged rural communities lack talking books to encourage learners to read (Mojapelo, 2020b).

When requested to indicate the number of computers or laptops per school, the findings revealed that only 2 (11%) schools have 29 and 32 desk computers respectively, 14 (77%) schools have between 2 to 10 computers or laptops. Two (11%) respondents indicated that they have 8 desk computers and 7 laptops. Only a few (17%) schools have tablets. Unlike Gauteng, owing to infrastructural backlogs in most schools, Limpopo DBE is not supplying ICTs such as tablets to schools. Data projectors and screens necessary for presentations and teaching are a luxury in most schools. All the respondents (18,100%) indicated that computers and laptops were bought by their schools and were not supplied by the DBE. One school indicated that they also got a donation of computers from a private sector company. Unfortunately, the number of donated computers were not mentioned.

The respondents were asked if teachers and learners can use available computers for the internet services. The findings are presented in Fig. 1.

Figure 1.

Access to internet services for teaching and learning ( $N=$ 18).

The findings indicated that the majority (89%) of teachers and learners in disadvantaged rural schools lack access to internet services for curriculum-related information needs. It implies that the available computers or laptops in most disadvantaged schools are not used to enhance teaching and learning accomplishments. Only a few (11%) respondents indicated that their teachers and learners have access to the internet for teaching and learning activities. Lack of adequate and networked computers in schools limit teachers’ and learners’ ability to access the internet specifically for teaching and learning. The DoE (2004, p. 12) states as follows:

Disparities reflected in South African society also find expression in ICT integration into education. Although the number of schools with computers for teaching and learning has increased from 12.3% in 1999 to 26.5% in 2002, there are still more than 19 000 schools without computers for teaching and learning.

In provinces such as Limpopo and Eastern Cape which comprised of three and two former homelands respectively which were marginalised during the apartheid era, there are few (mostly ex-Model C) schools with computers to boost teaching and learning activities. As already alluded to, in KwaZulu-Natal, only 10.4% of the schools have computers for teaching and learning (DoE, 2004). The situation is appalling in Limpopo (4.9%) and Eastern Cape (4.5%) (DoE, 2004). This is in contrast to the situation in Western Cape, Gauteng and Northern Cape with 56.8%, 45.4% and 43.3% respectively (DoE, 2004).

The findings paint a realistic picture about the lack of ICTs in disadvantaged rural schools, making the implementation and integration of e-education into a school curriculum a pipedream. From the findings, it is clear that ICTs are not yet prioritised for implementation of e-education in disadvantaged rural schools in Limpopo.

The respondents were asked if schools have an ICT facilitator to assist when teachers and learners experience ICT challenges. Table 2 indicates the findings.

Table 2

ICT-person in schools to assist in case of ICTchallenges ( $N=$ 18)

Responses	Frequency	%
Yes	11	61
No	7	39

From the findings, it is clear that more than half of schools have an ICT facilitator to assist in cases of ICT related technical challenges.

The respondents were asked where computers and laptops are stored, and Fig. 2 indicates the findings.

Figure 2.

Library facilities used by schools to accommodate ICTs ( $N=$ 18).

Out of 18, more than a quarter (39%) of the respondents indicated that they house their computers and or laptops in the strong rooms in storerooms, followed by strong rooms in principal’s offices (28%). As security is a nightmare in most schools in disadvantaged rural communities, 17% of the teacher-librarians indicated that they take laptops homes for safety purposes. Mojapelo (2020b) indicates that owing to inadequate security measures in disadvantaged rural schools, vandalism is high where ICTs such as computers, cellphones and laptops are targeted. A few (2%) teacher-librarians use a classroom converted into a library facility to house computers and or laptops. Only one (5%) respondent indicated that their school had a computer room to accommodate computers and or laptops. It is clear from the findings that only a few schools in disadvantaged rural communities have central libraries and computer laboratories to accommodate ICTs.

The respondents were asked about the challenges they experience relating to ICTs in schools. This was an open-ended question and respondents replied as follows:

8.1 Funds

•
With low learner enrolment, our school gets low budget from Norms and Standards grant to buy some ICTs.
•
We use our funds to buy data because there is no WIFI in our school.

8.2 Computers for teaching and learning

•
There are no computers for teachers and learners to access the internet for teaching and learning.
•
Computers to access the internet for teaching and learning are inadequate.
•
There are no enough ICTs in my school.
•
We do not have internet connection and computers are not enough.

Lack of computers for teaching and learning in disadvantaged rural schools is a testimony that the provincial DBE did not prioritise the implementation of e-education. The high number of schools without computers for teaching and learning implies that the province is not ready to implement e-education in all schools (DoE, 2004). Owing to weak signal in disadvantaged rural communities, the internet connection is a daunting challenge making access to electronic information a nightmare (Ngoepe et al., 2017).
8.3 Accommodation for ICTs

•
There is no accommodation for them at our school.

8.4 Computer literacy workshops

•
We are not technologically trained and therefore unable to search information in search engines such as Google.
•
Some teachers lack knowledge as far as ICTs are concerned.
•
Most teachers need computer training as they are computer-illiterate.
•
Few teachers are computer literate and most of them are technophobic and are therefore unwilling to use computers.
•
Some teachers find it challenging to operate and use ICT equipment.
•
Most teachers are not ICT trained, they experience challenges in using computers.

For teachers to be computer literate, workshops are critical for them to acquire digital literacy skills to operate and use ICTs such as computers, laptops and tablets for teaching and learning. They also need to have requisite information, organisational and retrieval skills to find, locate, retrieve and evaluate information from various search engines, websites and online databases to meet curriculum information needs.
8.5 Antivirus software

•
There are no antiviruses installed in our computers and or laptops, and they freeze time and again.

Software security is essential to prevent viruses which can delete information or files from computers or laptops. Antivirus software is indispensable for keeping computers, memory sticks and external drives virus free to work optimally and effectively.
8.6 ICT facilitator

•
There is no trained facilitator to assist teachers when they experience ICT challenges.

Without a trained and knowledgeable ICT person in a school, teachers and learners experience challenges that make e-learning a challenge (DoE, 2004; Mojapelo, 2018b).
8.7 WIFI connectivity

•
There is no WIFI in our school because of the terrain although it can be expensive.
•
Connectivity is so poor that computers or laptops are offline most of the time.
•
Poor signal is a challenge in my school.

Owing to digital infrastructural backlogs and poor broadband in disadvantaged rural communities, the internet connectivity remains a nightmare hindering teachers and learners to access the internet services to improve education in schools (Ngoepe et al., 2017).
9. Summary, conclusions and recommendations

Quality education remains a critical factor in poor nations to equip learners with knowledge and skills necessary in the job market with a view to boost staggering economies. However, owing to inheritance of apartheid from 1948–1994, huge disparities exist in the South African schooling system in terms of the resource-provision. Ex-Model C schools which were earmarked for white learners only are well resourced with libraries, laboratories and sport fields to offer superior quality education to the learners. Twenty six years into the new political dispensation, schools in former homelands designated to black learners during apartheid era are still resource-constrained environments which impact negatively on the learner outcomes. In South Africa, educational transformation is essential particularly in schools in townships, informal settlements and disadvantaged rural communities which were neglected and marginalised during the apartheid era. Provision of adequate educational resources including ICTs is essential to enhance the quality of the education which remains a worrying factor in many disadvantaged rural schools.

The study concludes that there are basic ICTs such as few computers and laptops and photocopiers to keep the education wig burning. Most disadvantaged rural schools lack ICTs to access the internet services specifically for teaching and learning making the implementation of the e-education almost impossible.

The study makes the following recommendations:

•

The DBE should procure adequate and quality ICTs such as tablets, laptops and computers for teachers and learners to enhance teaching and learning endeavours in schools.

•

Funds for procurement of relevant and additional ICTs should be ring-fenced to enable schools to acquire them.

•

The DBE should improve security measures in all schools to ensure the safety of school assets, including ICTs.

•

The DBE should appoint an ICT official in all schools to assist teachers and learners when they experience ICT challenges.

•

The DBE needs to work hand in glove with private sector companies to train teacher-librarians on the integration of ICTs for teaching and learning.

•

As the DBE does not have a budget to employ full time teacher-librarians in all schools, it should consider training the so called teacher-librarians on short learning programmes offered by Open and Distance e-Learning institutions such as University of South Africa (UNISA) in South Africa.

•

ICT policy should be ratified and legislated by the DBE to enable all schools to have ICTs for implementation of e-education.

•

The DBE should liase with telecommunications companies such as Vodacom, Telkom and MTN for schools to get robust and broadband internet signal for teachers and learners to implement e-education.

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Information and communications technologies in library facilities in disadvantaged rural schools in South Africa: Lessons from Limpopo province

Abstract

Keywords

1. Introduction and background to the study

2. Contextual setting of the study

3. Definitions of the relevant terms

3.1 Ex-Model C schools

3.2 Quintile system

4. Problem statement

5. Aim and objectives of the study

6.1 ICT tools and their use in school library facilities

6.2 School library facilities used to house the ICTs

6.3 Challenges faced by teachers and learners in using ICTs in schools

6.3.1 ICT policy

6.3.2 Funds

6.3.3 Digital infrastructure and internet connectivity

6.3.4 ICT facilitator and workshops

6.3.5 Security measures relating to ICTs in schools

7. Research methodology

8. Findings and discussions

Table 1 ICTs in school library facilities ( N = 18)

• With low learner enrolment, our school gets low budget from Norms and Standards grant to buy some ICTs. • We use our funds to buy data because there is no WIFI in our school. 8.2 Computers for teaching and learning

• There is no accommodation for them at our school. 8.4 Computer literacy workshops

• There is no trained facilitator to assist teachers when they experience ICT challenges. Without a trained and knowledgeable ICT person in a school, teachers and learners experience challenges that make e-learning a challenge (DoE, 2004; Mojapelo, 2018b). 8.7 WIFI connectivity

References

Table 1
ICTs in school library facilities ( $N=$ 18)

•
With low learner enrolment, our school gets low budget from Norms and Standards grant to buy some ICTs.
•
We use our funds to buy data because there is no WIFI in our school.

8.2 Computers for teaching and learning

•
There is no accommodation for them at our school.

8.4 Computer literacy workshops

•
There is no trained facilitator to assist teachers when they experience ICT challenges.

Without a trained and knowledgeable ICT person in a school, teachers and learners experience challenges that make e-learning a challenge (DoE, 2004; Mojapelo, 2018b).
8.7 WIFI connectivity