The department of education has embarked on an intensive campaign to boost the reading and mathematical abilities of primary school children – skills that are critical for their progress through the rest of their schooling.
The programme gives teachers detailed guidelines for what to teach grades R to six in literacy and numeracy and the resources they will need.
From November, learners in grades one to six will also write nationally standardised tests in literacy and numeracy to provide education authorities with a snapshot on the progress they are making.
The department’s directives form part of its Foundations for Learning Campaign, which was launched by Education Minister Naledi Pandor in March and has been gazetted. It is scheduled to run until 2011.
The campaign comes after South African learners were reported to be the worst performers in the Progress in International Reading Literacy Study 2006, which measured trends in children’s reading and literacy achievements in 41 countries around the world.
South African learners also came last in the 1999 and 2003 Trends in International Mathematics and Science Study, an international maths and science exam conducted every four years to measure learners’ performance in maths and science in a range of countries.
Furthermore, each year many matric learners fail maths and science. Some matriculants who are admitted to university drop out because they are ill prepared to cope with this new level of study: poor literacy skills are part of the problem.
Analysts have often stressed that the department should strive for improvements in literacy and mathematical skills in primary schools.
Palesa Tyobeka, deputy director general of general education and training at the department of education, told the Teacher that Pandor “does not believe that we been sufficiently clear (to teachers) about our expectations and how we, as a system, can support teachers”.
She says there has been 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 has been “misinformation” that learners should be left to learn to read on their own. However, “learning to read is difficult. We will teach (teachers) strategies for reading.”
She pointed out that some children count on their fingers without knowing how to do mental arithmetic. “Outcomes-based education does not say, don’t use your head. Knowing things in your head is something we never intended throwing 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 a uniform, quality education across the sector, regardless of their socio-economic circumstances, said Rault-Smith.
Tyobeka is chairing a national steering committee that is overseeing the implementation of the campaign, with education deputy directors general from each province represented. Each province is to set up a Foundations for Learning committee headed by its deputy director general, while every district must have teacher forums to enable teachers to talk to each other and to get district support, said Rault-Smith.
A second part of the campaign is the national standardised tests for grades one to six. The test results will be sent annually to the minister to give her a picture of what is happening at primary schools, instead of relying on the matric exam, which comes much later in the system.
Learners will also be assessed individually every quarter. These results will be sent to district offices, which will monitor their progress and offer support to schools where necessary.
According to Rault-Smith, the only national assessment that learners now undergo is the matric exam. In other grades, learners are internally assessed, meaning that “the system doesn’t know what is happening”. The new system will mean that each grade will take a standardised national exam, focusing on literacy and numeracy skills, while the usual internal tests will also be written.
The reporting on attainments “ensures every child is getting proper teaching,” said Rault-Smith. “We can’t wait for matric. We can build it (the performance of learners) up, and principals are expected to monitor the situation. Principals must develop a plan. We are giving support and asking everyone to be accountable.”
Tyobeka added that learners “underperform badly” in international studies “because our own assessments are part of the problem. Teachers are not always sure at what 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.”
The campaign aims to have at least 50% of learners attain the targeted skills. “If you have 50% that can read, it’s enough of a critical mass to move,” said Rault-Smith.
Both Tyobeka and Rault-Smith stressed that parents and communities need to play a bigger role in assisting young learners with their homework and in reading and counting with them.