Follow us :

Will It Take 86 Years For All South African Children To Read For Meaning By Age 10? The 2nd Report from the 2030 Reading Panel

On the 7th of February we held the second 2030 Reading Panel meeting. The Panel is comprised of 18 respected South Africans who meet annually to review progress towards the Presidential goal of “All South African children being able to read for meaning by age 10 by 2030”, and provides implementable systemic recommendations to government.

Key findings from the 2023 Background Report launched on 7 February 2023:

The panel found that almost no progress had been made on the 2022 recommendations and therefore reiterated the four recommendations from 2022 and added two more:

Promising Programs (excerpted from the 2023 Reading Panel Background Report)

Is there evidence of small-scale programs significantly improving reading outcomes in SA? There is evidence of small-scale programs improving reading outcomes in the North West, Eastern Cape and Limpopo. The two types of interventions that have the largest gains are employing a teacher coach who visits teachers in their classroom (such as the EGRS study in the North West), or employing Educator Assistants who are trained and resourced (such as the Funda Wande study in Limpopo). (Note that these Teacher Assistants are not the same as the DBE’s Educator Assistants under the Presidential Youth Employment Initiative. In the Limpopo intervention the TAs underwent literacy and numeracy tests in their selection, were trained in-person every term and equipped with a full structured pedagogy program). The results of the Funda Wande Limpopo Teacher Assistant intervention (2021-2022) were released in January 2023 and show that schools that received both additional materials and a dedicated teacher assistant (one TA per teacher) improved reading outcomes by 129% (0,5 standard deviations) in both reading and mathematics (the intervention targeted both reading and mathematics). To date, there have been significant gains seen from both a coaching intervention (EGRS), and a Teacher Assistant intervention (Funda Wande). In both cases there was another arm of the program where schools were only given additional materials with some centralized training. Both studies (EGRS and FW) show that these centralized training programs also lead to improvements, although they were typically half as impactful as the coaching or the TA intervention.

Fill in your details below or click an icon to log in:

Connecting to %s

Enter your email address to follow this blog and receive notifications of new posts by email.

Latest News