Driving Change through education
“Change is possible. We must focus on improving literacy and numeracy levels in the first four years of schooling. This must be programmatic, properly resourced, reach every teacher who needs it and have clear indicators for success in both implementation and outcomes” – Professor Mary Metcalfe
Most children in South Africa are not receiving the support they need to become eager, motivated and skilled readers. The 2016 National Reading Survey found that:
Children who have access to books, who hear stories early and often, and who read for pleasure regularly – in languages they speak and understand – develop better literacy skills. They are better equipped to do well in all subjects, including maths. This is backed up by significant local and international research.
We commence our programmes at the primary school level because it is at this level that learners’ foundation in Maths and Literacy is rooted. Young people need to be prepared for learning and working in the 21st century. Fulfilling this need requires the development of digital literacy skills – both amongst learners and educators.
Educators are the stewards of education and vehicles for change. As such, we prefer interventions directed towards teachers. This focus will also embed sustainable transformations in schools.
Communities surrounding schools play a vital role in learners’ achievement in school. A critical programmatic assumption is that there is a need to include community members. Communities and community assets have a role to play in turning schools into centres of learning that embrace not only learners and educators but also the wider community.
We approached Nal’ibali to work with seven primary schools in Trevor Noah Foundation’s Khulani Schools Programme for a period of 1 year. The programme will support children’s literacy development through four key activities: