**2.2 Challenges of cataloguing education during emergencies**

Omodan et al. [38] found limited educational resources to be the major challenges of rural institutions in South Africa. Furthermore, the author of this chapter observed that the majority of students enrolled with rural universities in South Africa are from the rural villages that are affected by poverty, do not have much development with regard to infrastructures and ICT. Some areas do not have communication towers due to their remote locations. Omodan [39] also found that "the students that are mostly found in rural institutions are students who are from poor and underprivileged backgrounds. Because of such, they don't have computers or laptops at home, let alone space and a healthy environment." Moreover, Wahab and Tyasari [40] found lack of managerial and professional efficacy toward emergency management in the university system, that could also contravene the postulation of United Nations Office for Disaster Risk Reduction (UNISDR) that advocate for all-inclusive alternative to development to be put in place to mitigate every unforeseen disaster to ensure holistic and sustainable development in rural organisations including university systems. Furthermore, Omodan found that rural universities in South Africa experienced limited educational resources, lack of funds and lack

of social and economic viability to sustain technological improvement, shortages of computers, Lack of access to ICT facilities by students from their homes, lack of emergency response strategies, lack of ICT skills from both facilitators and students, network problems. Similarly Ferri et al. [41]; Trust and Whalen [42] found unreliability of internet connections, lack of necessary electronic devices, lack of digital skills, and lack of work physical spaces at home, lack of support from parents and administrators. At the University of Wisconsin–Milwaukee, Miller et al. [43] reported cataloguing student's lack of ICT skills when offering their online courses even though they were running a planned program. Moreover, another anecdotal research at University A in South Africa that offers distance education revealed lack of students ICT skills, unstable internet connection, lack of data, lack of gadgets among other challenges. Once more, another anecdotal research in different face to face universities in South Africa revealed lack of students and staff ICT skills, lack of data, lack of gadgets such as laptops, electricity load shedding, unstable internet connections, and lack of enough cataloguing standards. During face to face instructions students were sharing those standards in class and their residences, it was now difficult for all the students to access the standards as they were geographically spread and learning from their respective homes. The other challenges were no access to RDA and no access to libraries and information centres when moving to remote learning.
