A literacy crisis is unfolding in South Africa, and the spotlight is on Makhanda. With new benchmarks revealing a dire situation, we delve into the heart of this issue and explore potential solutions.
The Department of Basic Education (DBE) has unveiled early learning reading benchmarks, covering all 11 official languages. These benchmarks, developed over seven years at a cost of R50 million, paint a stark picture: only 31% of Grade 1 children can master the basic letter-sounds needed for fluent reading. By Grade 4, less than half read at the expected level in their mother tongue.
But here's where it gets controversial... The DBE identifies two key strategies: extending mother tongue instruction and teacher coaching. While the former has received funding, the latter remains unfunded, despite being considered critical.
In Makhanda, a Grade 4 study mirrors the national trend, with isiXhosa-medium learners lagging behind their English-medium peers. Two contrasting interventions offer insights: QondaRead, an English-medium program, and Funda Wande, a national isiXhosa literacy initiative.
QondaRead, privately funded, operates in four no-fee schools, reaching 900 learners. It provides a phonics program, decodable readers, and teacher support. In 2024, three Grade 1 classes achieved remarkable results, far surpassing the national average. The program's director, Kelly Long, explains, "We embedded the pedagogy in the materials, giving teachers the tools to teach interactively."
Funda Wande, in partnership with the DBE, operates in the Eastern Cape. It reaches over 10,000 learners in no-fee schools, providing weekly coaching and support. While independent evaluations show smaller gains, the program's impact is evident. However, when support is withdrawn, results decline, highlighting the need for sustained intervention.
And this is the part most people miss... The Eastern Cape Department of Education has distributed over 800,000 copies of Funda Wande's VulaBula anthologies, specifically designed for teaching reading for meaning. But when interventions end, coaches take the materials, leaving schools dependent on government distribution.
So, what's the way forward? Dr. Nompumelelo Nyathi-Mohohlwane, DBE's Director of Reading, cautions against comparing QondaRead and Funda Wande directly, emphasizing the need for independent assessments. Kelly Long, on the other hand, stresses the urgency of providing immediate solutions, given the slow pace of policy reform.
Assessment specialist Professor Anil Kanjee sees value in both approaches, suggesting diagnostic tools to help teachers assess learner needs. He has trained over 22,000 teachers through the DBE's Teacher Union Collaboration program, using "lead teachers" to guide colleagues.
Improving reading outcomes remains a challenging task, but South Africa is committed to its goal of ensuring every 10-year-old can read for meaning by 2030. The key lies in clear policies and mechanisms to ensure resources reach classrooms.
The literacy crisis in Makhanda is a microcosm of a national challenge. By exploring these interventions, we gain insights into effective strategies. But the question remains: Will South Africa succeed in its literacy mission? The answer lies in the hands of policymakers, educators, and the community at large.
