To combat flailing literacy and numeracy rates, the government will introduce national tests at primary schools.
A study has shown that South African children are the worst performers in literacy and mathematics. Learners in grades R to six will be the first batch to benefit from the roll-out of the new tests.
The Department of Education’s aim is to improve pupils’ average skill in reading and numeracy to a 50% proficiency by 2011. The roll-out forms part of the Foundations for Learning Campaign, which was launched last week by Minister of Education Naledi Pandor and has been gazetted.
Learners from grades one to six will write national tests in literacy and numeracy starting in November. The test results will be sent to Pandor annually. Every year, matric learners produce high failure rates in maths and science and analysts have often stressed that the department should strive for improvements in literacy and mathematical skills at primary-school level.
Palesa Tyobeka, deputy director general of general education and training, told the Mail & Guardian that Pandor ”does not believe that we [the Department of Education] have been sufficiently clear [to teachers] about our expectations and how we as a system can support teachers”. She said there was an ”over-focus on high schools. Now we are putting major energy into the lower grades so that we invest in solid foundations.”
According to Jenny Rault-Smith, chief director for curriculum and assessment development, there was ”misinformation” that learners should be left to learn to read on their own. Yet, she said, ”learning to read is difficult. We will teach [teachers] strategies for reading.”
She said some children count on their fingers without knowing how to do mental maths. ”Outcomes-based education does not say ‘don’t use your head’. Knowing things in your head is something we never intended to throw away — The campaign clarifies what teachers need to do — there are milestones that help them get through the curriculum.”
The aim is to provide learners with uniform and quality education across the sector, regardless of their socio-economic circumstances, explains Rault-Smith.
Meanwhile, Tyobeka concedes that although learners ”underperform badly” in international studies, it is ”because our own assessments are part of the problem. Teachers are not always sure at which level to set tests. The [standardised] tests will provide guidance and a benchmark so that teachers will know at what level to set the tests.”