“Be smart, read books!”, is the message of one of the flashy posters at the entrance of the District Teacher Development Centre (DTDC) in Welkom. It seems like something evident, reading being such an important part of our lives. But what if you just can’t access those books? A teacher here once told me that she still has learners in grade 8 who can’t read and write!
The Free State in South Africa is a very rural area, with large distances between the towns. Some schools do have their own library, but not every school has the resources for this. According to national statistics, only 16.8% of South African schools and 15.3% of schools in the Free State have a stocked and functional library (NEIMS report October 2014). Many areas have so much poverty and unemployment that kids don’t have access to books at home. The difference and inequality between town schools and rural schools is striking on many aspects, but the access to a wide array of books is one example with wide-reaching consequences.
If the kids can’t reach the books, the books should come to the kids. That is the idea of the mobile library, the colourful little bus bringing books from place to place. In the Free State, this programme is being supported by the Japanese government and some Japanese businesses, via an NGO (SAPESI, South African Primary Education Support Initiative).
I decided to join the mobile library staff on one morning to observe the work they do. Today no books were lent, but they only went to collect books. We therefore didn’t take the bus but went by car. Upon arriving at the first school I didn’t realize this was the school, it was so small. The school consisted of one little building, with only one classroom. On the left side the learners from grade 4 to 7 were writing a history test, and on the right side the little ones from grade 1 to 3 were working quietly. In the middle was the desk of the school principal. The room was permeated with smoke, and I soon discovered the reason for this. Behind the desk was a little stove with a cooking pot on top. Now and then, the principal walked towards it to stir whatever was being cooked. Many children arrive at school with an empty stomach, and get a meal there.
After the books were scanned into a computer program on the laptop, we left for the next school. This one was a bit larger and had two separate classrooms. Some solar panels and a water tank were built next to the building. The children were writing a math test when we entered the classroom, and despite this interruption they didn’t let themselves be distracted. Usually, the mobile library staff asks the learners to read a little bit when they come to collect the books, but with the exam papers now this wasn’t asked. The principal was also asked to complete a questionnaire, in order to verify in what way the books are being used, if the learners progress, etc… We then only had one more school to go to, which basically was a container with two classrooms.
Back in Welkom I went to talk with Annemarie. She is the resource coordinator of the DTDC, and was very helpful with providing me with information.
Annemarie: The teachers are pleased with this service. They say that the results of the learners in reading, spelling and vocabulary have improved. The teachers can also request books for their own use, to assist with their professional development.
Without the mobile library bus, schools do have some books, but because the learners always read the same books over and over again they know them by heart and ‘parrot’ them instead of really reading. When there is more choice and more attention to it, learners enjoy reading more. Unfortunately there is not much support from home, since in the rural areas many parents are illiterate themselves.
Being responsible for the library section is a very rewarding job, according to Annemarie. When she goes to visit schools she always takes a big sports bag with her, filled with educational games. The days she spends on her desk she helps the learners studying at the DTDC when they have to search for information for their homework. During the exam periods, the DTDC is always full with learners who enjoy the quietness, where there is air conditioning, enough light, and a safe environment.
VVOB is planning to support an impact study on the effects of the mobile library buses on school results. Until now, there has been close to no research done on this in South Africa. This study will be conducted by Annemarie and two of her colleagues, together with the University of the Free State. They will be trained in the details of Participatory Action Research, and they already had a first workshop about it this week which apparently was very interesting. Good luck to them!
Jolien De Norre
