/ 8 September 2020

It’s time to reimagine adult literacy in a post-Covid-19 world

The Kha ri Gude adult literacy campaign has managed to register more than 2 240 000 adults since 2008 and more than 80% of them have completed the six-month courses.
Around the word, adult-literacy programmes were absent in initial pandemic response plans. Most were suspended, with just a few courses continuing virtually as best they could. Fortunately, many of these programmes are now rallying.

At a time in which Covid-19 has changed our lives forever, International Literacy Day is taking place with renewed meaning and focus.

Since 1967, International Literacy Day, celebrated every September 8, has highlighted the importance of literacy as a matter of dignity and human rights.

The occasion, which is spearheaded by the Unesco, recognises progress made towards global literacy while also highlighting the deep challenges that persist.

This year’s theme is focused on literacy teaching and learning amid the Covid-19 crisis and beyond, with particular attention paid to the role of educators and changing pedagogies.

In 2020, the world continues to face significant literacy challenges, with at least 773-million adults lacking basic literacy skills, says Unesco. The pandemic has further exacerbated this problem by forcing the majority of adult-literacy programmes to be suspended this year, with just a few courses continuing virtually through online platforms, TV and radio or in open-air spaces.

In South Africa, the challenges are just as acute. Although our country’s official literacy rate is more than 85% (according to the World Bank), studies have shown that more than 70% of our country’s grade four learners cannot read with meaning. Added to this is the fact that the legacy of apartheid has resulted in many adults not being functionally literate either.

Literacy through lockdown

Traditionally, successful adult education and training (AET) programmes have taken a blended approach to learning — bringing together face-to-face facilitation with computer-based lessons, through which learners can access learning material through software installed at workplace computers.

When lockdown hit in South Africa, many AET programmes across the country were put on hold as workplace training centres and shared computer-training rooms were closed to protect learners and staff from Covid-19. 

Unfortunately, many companies took the decision to suspend their adult-learning programmes indefinitely. But others have looked for alternative ways to deliver training solutions to keep their staff members learning despite the circumstances.

Media Works Cape currently has an average of 1 000 active learners who are studying communications and mathematical literacy. Our experience quickly taught us that video-conferencing lessons weren’t particularly effective during the pandemic, because learners at home typically don’t have access to the necessary data, technical resources or a suitable device (such as a smartphone, tablet or laptop) to access the material.

As a result, to keep as many learners up to date with their tuition as possible, Media Works has pivoted to using WhatsApp as well as online conferencing platforms. It has been interesting to note that WhatsApp has provided one of the most effective tools for facilitating virtual AET learning, because it allows the sharing of lesson videos, and enables learners to ask questions and voice their concerns.

Workbook lessons are also being offered remotely at learners’ homes. When lessons have been completed, each learner takes photos of their work, and sends them to their facilitator through WhatsApp for marking. When all learners have submitted their work, the facilitators post the answers on WhatsApp for self-marking and revision purposes.

Literacy can’t wait

Around the word, adult-literacy programmes were absent in initial pandemic response plans. Most were suspended, with just a few courses continuing virtually as best they could. Fortunately, many of these programmes are now rallying.

To ensure that adult learners around the world — and particularly in South Africa — aren’t left behind, it’s imperative that efforts to advance the literacy agenda continue to be an abiding priority.

We need to learn from this experience and develop more innovative, virtual solutions for AET, while also being conscious of the fact that face-to-face interaction and engagement remain critical. Ongoing technical and digital literacy support and access to cheaper data also need to be prioritised.

What Covid-19 has taught the AET community is that virtual adult literacy training is possible. And although lockdown is starting to ease and in-person training is beginning to resume in line with Covid-19 protocols, we may yet need to rely on, and continue to improve, our online resources. It’s reassuring to know that we now have the tools and expertise to make sure that adult education will be able to continue effectively, no matter what the future holds.

The views expressed are those of the author and do not necessarily reflect the official policy or position of the Mail & Guardian.