The impact of load shedding on information organisation education in South Africa

Abstract

A well-educated and highly skilled information organisation workforce is essential in the current information environment. In South Africa, Library and Information Science (LISc) schools are entrusted with producing graduates with capabilities to organise information and make it accessible and retrievable. Load shedding is one of the major challenges that interferes with the effective education of information organisation in South Africa. To this end, this study aims to provide a contribution to the body of knowledge on the impact of loadshedding on information organisation education in South Africa. Using an interpretivist paradigm, the study employed qualitative research approach, which included semi-structured and focus group interviews. Information organisation academics and students were purposefully selected because of their responsibility in teaching and learning information organisation. The study exposed the negative impact of load shedding on the education for information organisation in South Africa such as hindering access to information organisation tools; loss of teaching and learning time; failure to submit assessments and psychological effects. The coping strategies employed to deal with the impact of load shedding include checking the load shedding schedule and use of Uninterruptible Power Supply and rooftop solar photovoltaic systems.  Various recommendations are provided such as provision of portable power banks to students, investment in green energy by universities and subsidising households to install rooftop solar photovoltaic systems.