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1. Introduction

In 1994, the new Ministry of Education published a draft policy discussion document setting the tone for the educational legislation of the next few years. It stated that the curriculum should encourage “independent and critical thought, the capacity to question, enquire and reason, to weigh evidence and form judgements, to achieve under- standing, and to recognise the provisional and incomplete nature of most human knowledge” (South Africa, 1994b). This kind of language indicated recognition of the need for information literacy education – widely accepted to be the specific mission of school librarianship. The interim curriculum of 1994 included an Information Skills Learning Programme (South Africa, 1994a) and, in a series of workshops, school librarians across the country designed an information skills programme to be incorporated into the envisaged new curriculum.

The shifts in education on both fronts seemed to promise a favourable climate for school libraries. However, in 2007, it has to be said that the promise remains unfulfilled. This chapter’s account will describe the present situation and, hopefully, by delving a little into the educational and historical context, explore possible reasons for the disappointments of the past 13 years.

The chapter is a synthesis of the authors’ research, teaching and professional activities in South African school librarianship. It occasionally draws on information garnered from key informants working in school library support services across the country, whose opinions on their successes and stumbling blocks were polled in 2001 (Zinn, 2001) and by email in late 2006. They were assured anonymity but the text makes it clear when reference is made to their opinions and comments.

Click here to view Equal Education's Comments on the Basic Education Laws Amendement Bill

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To amend— 

• the National Education Policy Act, 1996, so as to amend or delete certain definitions; ;
• the South African Schools Act, 1996, so as to amend certain definitions and to define ‘‘loan’’; to provide for consultation with the Minister of Finance before uniform minimum norms and standards are determined; to ensure that there is no unfair discrimination in respect of official languages; to provide for the imposition of a suitable sanction if an appeal by a learner who had been expelled from a public school has been upheld by the Member of the Executive Council; to provide for public schools that provide education with a specialised focus on talent; to provide for additional functions of a principal of a public school; to provide for the training of governing bodies by recognised governing body associations; to prohibit political activities during school time; to require the approval of the Member of the Executive Council and the Member of the Executive Council responsible for finance before a governing body may enter into any loan or overdraft agreement to supplement the school fund; to empower the Member of the Executive Council to identify additional schools that may not charge school fees; and to further regulate the liability of the State for certain damages;
• the Employment of Educators Act, 1998, so as to amend certain definitions; and to regulate afresh the application of the said Act;
• the South African Council for Educators Act, 2000, so as to amend certain definitions; and to empower the council to promote in-service training of educators upon the payment of an agreed fee; and
• the General and Further Education and Training Quality Assurance Act, 2001, so as to amend certain definitions; and to provide for matters connected therewith.