"This is an Open letter to President Cyril Ramaphosa and Basic Education Minister Angie Motshekga
President Ramaphosa, we congratulate you on the formation of our new government and Minister Motshekga on your re-appointment.
Alongside the people of South Africa, we of the bua-lit collective and our many affiliates working in education live with renewed hope that government will honour its mandate to address the deep systemic inequality that persists so long after 1994.
The promise of a renewed effort to create jobs is significant, as is the promise to support the key areas of basic education that President Ramaphosa committed to in his February State of the Nation Address, namely, that government will invest in early childhood development (ECD), early reading literacy and digital technologies. We applaud this focus. 4
However, if our education system is going to produce school leavers who can meet the demands of a 21st-century economy and of the fourth industrial revolution (4IR), the provision of quality education for all must be prioritised."
In 2020, donor funding was largely focused on school nutrition and protection against Covid-19. But this has meant that literacy programmes have battled to keep going.
"Statistics South Africa (Stats SA) has revealed that nearly half of South Africa's children have never read a book with a parent, raising questions about whether or not there has been a culture of reading harnessed in the country. Puku Foundation executive director Elinor Sisulu has provided context to the problem, with a look at the history of the migrant labour system which has lead to the absence of parents."
The ‘20 Books in 200 Homes in 2020’ campaign supports a culture of reading in homes for children during their early development. Cathy Gush and Anneliese Maritz coordinate the project for the Lebone Centre, a Makhanda NGO that supports vulnerable children’s early childhood literacy and development.
"Increasingly, statutory and professional bodies are approaching universities in relation to the languages of instruction used in classrooms. The South African Institute of Chartered Accountants (Saica) and Engineering’s Ikhusasa Student Financial Aid Programme (Isfap) are bodies which have stipulated that English is required because either the assessments associated with the board are to be taken in English (Saica), or the bursaries allocated (by Isfap) are dependent on English being the medium of instruction.
Coupled with other requirements, for example those made by Chief Justice Mogoeng Mogoeng concerning English as the language of the courts, it seems clear that the entrenchment of English monolingualism has gained momentum. And not only monolingualism, but also the direct accountability required by professions in relation to the content areas, credit loads and even restrictions pertaining to electives in academic programmes, as offered by autonomous universities. "
"As part of its goal to promote literacy among learners under the age of 10 years, Volkswagen Group South Africa (VWSA) has invested R4m towards training the educators responsible for teaching Eastern Cape learners to read. VWSA has partnered with and invested in Funda Wande, a Grahamstown-based non-profit organisation. Funda Wande’s primary aim is improve the reading ability of learners from Grades 1 to 3 – as the majority of South Africa’s learners are not taught to read with understanding in this phase."
8 September is World Literacy Day. This 2020 article outlines three ways for people to help foster literacy in South Africa.
Lack of access to reading material and textbooks are two of the main reasons that 78% of South African children in grade 3 cannot read for meaning, according to education expert Professor Mary Metcalfe, who was speaking at the University of Cape Town’s 2019 Summer School. Metcalfe said fixing the national literary crisis will take time and hard work.
Dr Phumla Kese argues that the type of activities designed by a literacy teacher should assist learners to attain cognitive advantages towards achieving sustainable or life-long learning.
A 2019 study conducted by Ohio State University shows that young children whose parents read them five books a day enter kindergarten having heard 1.4 million more words than children who were never read to. This ‘million word gap’ could be one key in explaining differences in vocabulary and reading development.
Literacy used to mean the ability to read and write a basic sentence, but new literacies like Zoom, social media and Covid literacy complicate the picture, says Professor Peter Rule.
"Everyone has a role to play in combating the education crisis in South Africa. This is the driving principle behind non-profit organisation The Click Foundation. The Click Foundation provides interventions at under-resourced primary schools across South Africa to help improve English literacy."
Funda Wande entered into a collaboration with the Western Cape Education Department to develop literacy materials for Afrikaans home language and the use of Funda Wande isiXhosa anthologies for all Foundation Phase isiXhosa home language learners in the Western Cape. Since the beginning of 2020, four training sessions have taken place.
"Many parents accept research that proves childhood is the best time to learn a new language. But there are some who still believe learning another language will only confuse their child. This is an especially relevant topic in a multi-lingual country like South Africa, where the school curriculum is expanding to include more vernacular languages. Dr Michelle White, a post-doctoral fellow in Linguistics at Stellenbosch University, says her latest research shows that a new language does not hamper a child's general learning."
Hollard South Africa’s InstaStory Books Initiative used Instagram Stories to create ten-page printable children’s books on World Read Aloud Day, 5 February 2020. Both InstaStory Books and Kago Ya Bana are intended to create more opportunities for children to read.
"Last week a report from two years ago came up again on my timeline. The report stated that almost 80% of South Africa’s 10-year-olds cannot read for basic meaning in any national language. And last week, as when the report first came out, those who engaged with the story were, like a certain politician, shocked. I never fail to be bemused by how often some of my fellow citizens do not question that we keep doing things the same way yet expect different results. "
"Eight out of every 10 children in South Africa can’t read properly. Not in English, not in their home language, not in any language. According to The Progress in International Reading Literacy Study (PIRLS), an international comparative reading assessment: 78% of Grade 4 learners in South Africa cannot read for meaning, and this is significantly worse for children tested in African languages—93% of Grade 4 students tested in Sepedi could not read for meaning with similarly large percentages among Setswana (90%), Tshivenda (89%), isiXhosa (88%), Xitsonga (88%), isiZulu (87%) and isiNdebele (87%)."
In 2020, Bellavista SHARE, a division of Bellavista School, introduced its Feed the Monster app, which helps to introduce the basic building blocks of reading to children. Feed the Monster presents reading instructions in South Africa’s official languages, as well as Swahili, in gamified format, which helps children to raise their literacy level to early grade 2 on a CAPS measurement.
A study done by SchoolNet South Africa or SNSA, has found that the introduction and integration of digital tools in the classroom have proven to improve the literacy levels among children. This follows after the shocking report of the Progress in International Reading Literacy Study (PIRLS) in 2017 that stated that at least 78% of grade 4 learners in South African cannot read properly. According to SNSA the solution to the foundation phase reading crisis - is technology!
"As we celebrate National Library Week with the theme "Your Partners for Life", it’s an opportune time to reflect on the benefits that can be achieved by the power of partnerships. Partnerships have been part and parcel of Sabinet’s DNA from the very beginning. In fact, with our roots in library services, we have built our business on the founding concept of sharing resources.
In choosing the theme Your Partners for Life, the Library and Information Association of South Africa (LIASA) is highlighting how “libraries and communities from all walks of life will derive mutual benefits from forging relationships”. Whether this is achieved by working together, sharing resources, forming teams, or developing relationships and collaborations, it’s something that Sabinet is passionate about.
A proud supporter of LIASA for over 20 years, we also take pride in the meaningful and positive impact our contributions and collaborations have had on all South Africans. These are some that we are particularly proud of."
"Large numbers of South African children struggle to understand what they are reading.
In fact, South Africa was placed last out of 50 countries in the recently released Progress in International Reading Literacy Study (PIRLS). The study found that 8 out of 10 Grade 4 learners cannot read for meaning. If children can’t read, they can’t learn, so are more likely to be trapped in the scourge of poverty, hopelessness and unemployment. Being able to read enables children to live a better future.
Breakthrough to Literacy (BTL), a mother-tongue literacy course for Grades 1 to 3, is very powerful in teaching children to read with comprehension. The programme also develops their writing and listening skills.
Published by the Molteno Institute for Language and Literacy, the BTL method utilises as the basis for learning to read and write, the aural and oral language skills the child brings into the classroom from home."
"Section 29 of the South African Constitution states that everyone has the right to basic education, and yet, 24 years into Democracy, South Africa still faces a neglected literacy crisis. A 2016 study by Progress in International Reading Literacy ranked South Africa last out of 50 countries studied. The study found that 78% of Grade 4 learners in South Africa could not read with understanding. These shocking statistics are why initiatives such as World Read Aloud Day are so important.
The Global movement, created by LitWord, aims to help everyone improve their reading by challenging participants to pick up a book and read it aloud to either a buddy or an audience. World Read Aloud Day is celebrated every year on the 5th of February every year. South Africa faces a unique struggle, it the only country in the world with 11 official languages."
"These days parents, caregivers and teachers have lots of options when it comes to fulfilling that request. You can read a picture book, put on a cartoon, play an audiobook, or even ask Alexa.
A newly published study gives some insight into what may be happening inside young children's brains in each of those situations. And, says lead author Dr. John Hutton, there is an apparent "Goldilocks effect" — some kinds of storytelling may be "too cold" for children, while others are "too hot." And, of course, some are "just right."
Hutton is a researcher and pediatrician at Cincinnati Children's Hospital with a special interest in "emergent literacy" — the process of learning to read."
"Who needs a school dictionary these days? It’s easier to just google it, right? Wrong! Google may have the facts you’re after, but chances are the language expressing those facts is not suitable for your child’s age group, education phase1 or literacy level; and does not have the subject vocabulary as specified by the curriculum, the language used in the classroom, or the dialect unique to our country. Sometimes even simple objects or concepts, e.g. ‘rake’, are explained in language only adults will understand.2 And that’s not even taking into account spelling and grammar …
Growing up, Gadija Sydow Noordien discovered a new world each time she opened a book. She travelled with characters as they embarked upon fantastical adventures, escaping into the excitement of stories. The daughter of a cleaner, Noordien was exposed to books through her mother’s work at Westridge Public Library, and left school after completing Grade 10. Noordien then became a shelf-packer at Westridge, a constant source of comfort. She knew she had more to offer, but never expected to have a library of her own. Today she does just that, sharing the magic of words with over 700 children.
"A total of 78% of Grade 3 pupils can't read for meaning, while more than 30% are illiterate. These are damning statistics – especially since R351 billion was spent on education in 2018. Fortunately, on International Education Day, it's heartening to know there are several NGOs and non-profit companies – which need constant public support, monetary and otherwise – that are on a mission to end the illiteracy epidemic in South Africa.
The harsh reality is the foundation for literacy is built long before a child begins Grade 1, because children from low-income families hear on average 30 million fewer words than their affluent peers by the age of three, says Help2Read."
"Motus is South Africa’s leading automotive group. The company has a large footprint in South Africa which inspired them to drive education within small communities. Motus has established numerous programmes that work within education and motoring industries. Motivated by the country’s shocking road fatality statistics, Motus is actively working towards implementing sustainable programmes to invert the rising death toll.
They launched the Road Safety Awareness Campaign, which visits schools and puts on an entertainment show all about road safety. The campaign empowers children to follow road safety rules and helps them to educate their parents. Since launching the campaign, they have touched the lives of a staggering 1.4 million children. This number will grow year on year as they reach more schools.
Another fantastic initiative to boost education in South Africa was to set up library resource centres in communities where there are no libraries. The focus is to increase the literacy level in South Africa. Motus set up 35 fully equipped library resource centres in some of the most poverty-stricken areas."
There’s a reason the PIRLS test targeted Grade Fours. The age is a tipping point: if a child remains functionally illiterate at age nine, there is a strong correlation to them remaining so, which in turn leads to an inevitably steep school drop-out shelf.
A 78% illiteracy rate in Grade Four means the next generation will enter the workforce without these very basic skills needed to raise themselves out of poverty. It means a generation without the capacity to learn, to teach, to lead. More alarmingly, it means a generation unable to pass along literacy to their own children, exacerbating the situation still further with every passing year.\
Nal’ibali operates country-wide to spark children’s potential by creating opportunities for children to fall in love with books and stories in home languages as well as English.
"Being able to read is an integral part of a child’s development and exposing children to books at an early age assists with their vocabulary development and language skills. Sadly, thousands of learners and adults don’t have basic literacy and numeracy skills.
According to statistics, nearly 60% of households don’t own a leisure reading book with only 14% of the population active book readers. Reports suggest a mere 5% of parents read to their children.
The Progress in International Reading Literacy Study (PIRLS) 2016, which assesses reading comprehension of grade 4 learners, places South Africa last out of 50 countries participating in the study. The tests revealed that 78% of grade 4 learners in South Africa fell below the lowest level on the PIRLS scale."
Being able to read and write depends on oral language abilities that begin developing from the earliest days in a child’s life. Through nurturing relationships, critical brain connections are made that will support a child’s language development. Children who grow up in language-rich environments have a better vocabulary at the age of three and four, and this correlates with reading comprehension at the age of nine. Our grade fours are failing not only because of the quality of teaching of reading in grades one to three but also because they missed out on critical early learning experiences from birth to the age of five.
"The magic of attaining good matric results often starts around 18 years before teenagers write their final school exams. This is when they should be exposed to story-telling, books, reading, pictures, songs and rhymes, by adults who demonstrate the value of words. Maverick Citizen visited The Sunflower Learning Centre to see early literacy in action."
"Whether learners — children and adults — should be educated in their mother tongue or English first is a contested topic, with champions and opponents on both ends of the spectrum. South Africa’s education policy recommends mother-tongue instruction until grade 3, after which most schools switch to English. Generally, adult education and training institutions adopt a similar approach."
Not only the economy will suffer from a labour force that is poorly educated but our democracy itself will also be poorer if citizens cannot enjoy their civil and political rights meaningfully in the absence of a culture of reading, and reading with comprehension.
It is impossible to exaggerate the stakes. A deliberative and participatory model of democracy presupposes a critical mass of citizens who read, and who do so with comprehension. That means the democratic project is fatally wounded without an urgent national plan to teach teachers how to teach reading better and to ensure well-stocked public libraries in all our communities and one in every school, as well as developing and entrenching a culture of reading and of enjoying books, as much as our children love technology.
"The Department of Basic Education is working on its new Early Childhood Development (ECD) system and plans to have a detailed cost plan for the project by March 2020. This is according to basic education minister Angie Motshekga who was replying during a recent parliamentary Q&A session.
First announced during by president Cyril Ramaphosa during his 2019 state of the nation address, the ECD system aims to enrol all South African children in two years of compulsory schooling before starting Grade 1. The government hopes that the system will improve the foundational skills of literacy and numeracy – two areas where South Africa has repeatedly scored poorly compared to the rest of the world."
If we look at between 2006 and 2011 there actually does seem to be an improvement.
"If basic skills are not acquired and learners are pushed through school, it can have dire consequences for their future development, write Tholisa Matheza and Dianne Hendricks.
While tabling her budget vote in May last year, Basic Education Minister Angie Motshekga proposed a progression policy which would see struggling learners from grades R to 3 (Foundation Phase) be advanced through primary school without having to repeat a grade, even if certain educational milestones had not been achieved. "
Government should consider teaching subjects in indigenous languages or strengthening the learning of English if it wants to improve results in basic education‚ Wits University education expert Professor Mary Metcalfe has said.
Metcalfe spoke to TimesLIVE after delivering the annual JB Marks Memorial Lecture at the University of Johannesburg on Tuesday night.
During her interactive session with students‚ unionists and academics‚ she laid bare the serious challenges that the South African education system is facing.
One of the problems faced in education was the fact that children were not taught in their mother tongue‚ which affected their ability to understand concepts.
"The respective library corners were placed into the grade R, grade to and grade three classes. Standard Bank employees from Pinetown and Chatsworth volunteered their time, skill and passion to put the finishing touches to the library corners.
The CSI department of Standard Bank, making use of its employee volunteer programme as well as an external service provider, RAK Events, has been implementing school libraries in primary schools across the country for the last three years.
The objective of the programme is to cultivate a love of reading among the pupils in the foundation phase, with the aim of improving the level of literacy in those grades."
In this 2017 article, Tim Lott says that storytelling is a life skill that can be applied anywhere – even in commerce – and that it can be taught and tested.
"Nal’ibali, the national reading-for-enjoyment campaign has been awarded The International Joy of Reading Prize in Aarhus, Denmark. The judges applauded Nal’ibali for its long-term impact and influence on local communities in South Africa. They highlighted Nal’ibali’s framework that creates a nurturing environment, as well as generating a variety of multilingual reading materials so that children from all age groups learn to love reading in the many mother tongues spoken in South Africa."