Less than 20% of SA’s grade 4 pupils can read for meaning, minister blames Covid

South Africa’s educational landscape has been shaken by the alarming results of the 2021 Progress in International Reading Literacy Study (PIRLS).

The study, which evaluates reading performance among grade 4 pupils in 57 countries, shows a significant decline in reading proficiency in South Africa. It revealed that only 19% of grade 4 pupils can read for meaning, marking a concerning drop from 22% in 2016.

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The PIRLS 2021 report, announced by the International Association for the Evaluation of Educational Achievement, paints a grim picture of South Africa’s education system. The country ranks lowest out of 43 participating countries in terms of pupils’ reading skills.

With an average score of only 288, compared to the international average of 500, South Africa’s reading performance falls far behind the global standard. Singapore, the top-performing country, achieved a score of 587.

The study also highlighted other issues within South Africa’s educational landscape. One concerning aspect is the high ratio of pupils per teacher. The country averages 30 pupils per teacher.

The report also showed that South Africa spends a substantial amount, equivalent to 7% of its GDP, on education but has not seen proportionate improvements in reading outcomes.

Interventions in early childhood development

Recognising the urgency of the situation, education advocates and organisations are calling for immediate interventions in the early childhood development (ECD) sector.

Real Reform for ECD (RR4ECD) emphasised the need for the Department of Basic Education to adopt proposed amendments to the Children’s Amendment Bill, making it easier for ECD practitioners to register and operate lawfully. They are also asking for an increase in the ECD subsidy from R17 to R30 per child per day.

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Responding to the issue, Minister of Basic Education, Angie Motshekga, acknowledged the disappointing results and said government is commited to providing quality education to all pupils.

In her address, she highlighted the progress made in expanding access to schooling, including ECD and grade R programmes, as well as improvements in matric results.

However, she also acknowledged that there are still challenges in improving reading comprehension skills, particularly in the early years of schooling.

“We must focus more on the early years of schooling to address the building of adequate reading comprehension skills.

“Our education system is fragile in this regard, as learners have not yet benefitted from many years of schooling, and this fragility has been exacerbated by the global interruption caused by the Covid-19 pandemic,” she said.

‘It was Covid‘

Motshekga placed significant blame on the impact of the Covid-19 pandemic on the education system, stressing the significant disruptions and loss of instructional time experienced by pupils.

“It is important to note that the timing of the PIRLS assessment in late 2021, after almost two years of disruption and before the return to regular school schedules, presented a significant challenge.

“The pandemic had exacerbated existing challenges and hindered efforts to address the reading crisis effectively,” she said.

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In her address, the minister said a comprehensive plan would be implemented to address the reading literacy issue in the country. This plan includes increasing funding for libraries, improving teacher training, and providing access to quality reading materials.

Additionally, partnerships with community organisations and technology integration are needed to engage and motivate young readers. The minister stressed the importance of collaboration between stakeholders and a collective effort to prioritise reading as a fundamental skill for all citizens.