According to the Department of Higher Education and Training (DHET), South Africa’s adult illiteracy rate has declined consistently over the past decade, from 15% in 2013 to 9% in 2023. While progress is evident, approximately 3.8 million adults are still illiterate, according to a 2025 DHET report. Meg Pahad, the Chairperson of Project Literacy, discusses why adult literacy remains a critical issue for South Africa’s future.
What are the primary causes of adult illiteracy in South Africa, and which demographics are most affected?
The effects of Bantu education, which deprived most of our people of quality schooling, are still tangible. The DHET considers individuals who have completed Grade 7 or achieved adult basic education training (ABET) Level 3 are ‘literate’. Based on this definition, about 3.8 million South African adults are still illiterate, with Black Africans most affected (11%), followed by Coloured communities (7%). While illiteracy rates among older adults are decreasing, disparities persist, especially in underserved areas.
How does South Africa’s adult literacy rate compare to global standards, and what key factors contribute to any disparities?
An April 2025 article in the Mail & Guardian notes that South Africa has one of the highest literacy rates in Africa at 95%, second only to Seychelles. Globally, the average literacy rate is around 86%. Low literacy rates in regions like sub-Saharan Africa and South Asia are often linked to poverty, the legacy of colonial exploitation and ongoing inequalities.
Beyond reading and writing skills, what are the most significant socioeconomic benefits of adult literacy?
UNESCO defines literacy as more than just basic skills: it should serve as a tool for identification, understanding and communication, especially in the digital age. Literate adults can access better employment opportunities, participate fully in society and contribute to community development.
Since the closure of Kha Ri Gude in 2015, how has the Department of Basic Education (DBE) addressed adult literacy, and why has no large-scale national campaign replaced it?
Kha Ri Gude enabled 3.9 million adults achieve ABET Level 1, but progress has stagnated since its closure. The government shifted its focus to formal schooling, moving adult education to DHET’s post-schooling system, which remains underfunded and underdeveloped. As a result, many adults still lack access to lifelong learning opportunities.
Can you provide an overview of Project Literacy’s programmes? Who are the primary beneficiaries, and what are the biggest challenges you face?
Project Literacy is a nonprofit with more than 50 years of experience. We focus on ways of helping individuals who have completed formal schooling but still lack the foundational skills needed for further education or employment. We offer accredited programmes, including the General Education and Training Certificate, the Amended National Senior Certificate and qualifications for trainers in Adult Education and Early Childhood Development. We also offer the Foundational Learning Certificate, ABET programmes and short courses.
Our Run Home to Read (RHTR) initiative trains unemployed youth as ‘Reading Champions’ who visit homes, promote early literacy and empower caregivers to actively assist in their children’s education. Champions gain confidence and often seek further training, creating a ripple effect of community upliftment. RHTR enables children in under-resourced neighbourhoods to start formal schooling with a greater chance of success. A key challenge we face is securing consistent funding.
What role can companies play in supporting adult literacy within the communities they operate in, and what best practices have you seen?
Project Literacy is currently funded mainly by private companies that want to empower their employees and the surrounding communities. We have successfully managed whole projects for our clients, providing training, materials, monitoring and evaluation and quality assurance through regional offices in every province.
In 2012, Goldfields South Deep Mine entered into a partnership with Project Literacy to provide Adult Education to their employees and people from the surrounding communities. Since 2018, we have taken full responsibility for delivery at the mine’s Adult Education Centre, where 13 of our staff members are currently based, training 1 200 learners annually. The learners write IEB examinations and are registered with the Mining Qualifications Authority to help monitor the impact of training in the mining sector. Goldfields provides a good example of best practice.
Which partnerships have been most effective in advancing adult literacy, and how does Project Literacy measure long-term success beyond basic literacy acquisition?
We collaborate with organisations like UNESCO, the National Reading Coalition, the National Association of Social Change Entities in Education and book suppliers to extend our reach. We value sustained partnerships, like our decades-long relationship with the Chamberlain Foundation. We have trained their staff and supported related communities, and this year we jointly launched a mobile library bus to serve Chamberlain-supported RHTR programmes and schools in the Pretoria area. We measure long-term success in our projects using a developmental evaluation tool that provides data and regularly tracks the progress of our beneficiaries. Addressing adult literacy requires a collaborative approach involving government, the private sector and community partnerships. We strive to promote a lasting culture of reading, providing the communities we serve with better resources, more energy and a strong hope for a better future.
MEG PAHAD | Chairperson of Project Literacy | megpahad@mweb.co.za | www.projectliteracy.org.za
