Marginalized Knowledge: An Agenda for Indigenous Knowledge Development and Integration with Other Forms of Knowledge

Table 3: Availability and accessibility of ICTs in the schools

SCHOOLS	C O M P U T E R S	I N T E R N E T	E- M A I L	D A T A B A S E	C D	F A X	T E L E P H O N E	C E L L P H O N E	T V	R A D I O	V I D E O
Dlamvuzo	6	0	0	0	4	5	3	1	0	0	1
Dlangezwa	20	15	4	1	4	20	20	20	18	19	4
Dover	0	0	0	4	0	0	11	5	9	3	9
Empangeni	1	21	14	11	9	25	7	22	5	23	0
Hlamvana	12	2	4	3	3	11	9	6	10	6	14
Khula	2	4	3	1	1	2	2	1	1	2	8
Matamzana	12	0	2	1	2	11	10	5	6	3	10
Mdlamfe	1	3	5	1	0	20	12	24	13	2	2
Ongoye	14	3	3	2	4	5	11	8	7	10	0
RBay Hoërskool	10	10	9	9	9	10	10	10	10	9	18
RBay Secondary	1	1	1	1	2	3	3	3	3	3	31
St. Catherines	11	11	10	11	10	12	11	8	12	10	4
Thanduyise	20	18	10	6	2	16	16	1	11	3	7
Tholokuhle	13	9	10	2	1	16	16	13	16	12	16
Tisand	13	2	2	4	3	9	11	4	4	3	2

Dlamvuzo	0	10	2	2	0	0	1	2	2	2	2
Dlangezwa	0	4	9	14	7	12	3	8	7	5	6
Dover	0	0	0	2	0	0	7	5	8	3	8
Empangeni	0	4	3	4	2	2	1	6	2	6	0
Hlamvana	0	2	0	0	3	0	0	0	1	2	2
Khula	0	1	1	2	1	1	1	1	2	2	1
Matamzana	0	17	13	1	10	1	0	14	9	13	6
Mdlamfe	0	5	8	0	0	3	0	6	0	1	2
Ongoye	0	5	5	3	4	2	1	2	3	2	0
RBHoërskool	0	0	0	1	1	0	0	0	0	0	10
RBSecondary	0	0	0	0	0	0	0	0	0	0	27
St. Caterines	0	13	13	3	3	0	5	8	10	7	9
Thanduyise	0	5	4	0	1	2	4	1	4	3	2
Tholokuhle	0	8	0	2	3	4	13	4	3	4	12
Tisand	3	10	8	5	9	7	1	8	8	9	0
Total	3	84	66	39	44	34	37	65	59	59	87

5.2. Purpose of using ICT tools and services

As illustrated in Table 4, ICTs are mostly used to communicate, and not to seek or retrieve information. For example, at a school like Mdlamfe High, nearly all the respondents (28) indicated that they used ICTs to communicate with the Department of Education. The reasons for this would be interesting to explore, as learners don’t normally partake in such communication. What is disturbing is the virtual exclusion of ICTs as methods of obtaining information for school assignments, where only one respondent from Khula High School indicated that he/she uses ICTs for this purpose. Since libraries are not available at most of the schools, it is viable to ask whether assignments are part of the school assessment programmes, or alternatively, which sources learners use to obtain information for their assignments. Most respondents (354) indicated that they do not use ICTs for learning purposes, and therefore presumably learning is mostly done from class notes and textbooks

Table 4: Purpose of ICT tools and services

Respondents	Communication with DoE	Communication with others in the school	Communication with friends and relatives	Collaboration with colleagues world wide	Dissemination of information	Access information for learning purposes	Doing assignments
Dlamvuzo	7	7	1	0	2	1	0
Dlangezwa	6	0	0	0	0	0	0
Dover	9	2	0	1	0	0	0
Empangeni	7	1	0	0	1	4	0
Hlamvana	4	15	1	2	2	0	0
Khula	6	2	2	1	1	2	1
Matamzana	9	15	2	1	1	0	0
Mdlamfe	28	1	0	0	0	0	0
Ongoye	2	6	1	1	1	0	0
RBaai Hoërskool	13	6	1	0	0	0	0
RBay Secondary	5	2	27	0	0	0	0
St. Catherines	3	7	0	0	1	1	0
Thanduyise	2	0	0	0	0	0	0
Tholokuhle	3	3	0	0	0	1	0
Tisand	1	4	1	0	2	3	0