Resources
2025 Background Report
Author: Sipumelele Lucwaba
The 2025 Reading Panel report reveals that 80% of South African Grade 3 learners still cannot read for meaning. While teacher reading knowledge has improved, maths knowledge has declined. Promising provincial interventions like the Western Cape's Back-on-Track programme show impact, but system-wide progress is slowed by budget cuts, teacher shortages, and poor planning. Home language mastery is vital for learning, yet foundational phase challenges persist. The report calls for targeted reforms, stronger planning, and greater investment to meet the 2030 goal of all children reading for meaning by age 10.
Advisory Notes
What does the South African Systemic Evaluation tell us about learner reading proficiencies?
2024 Briefing Note - August
Author: Sipumelele Lucwaba
The 2025 2030 Reading Panel report, led by Dr. Phumzile Mlambo-Ngcuka, shows that 80% of South African Grade 3 learners still can’t read for meaning. While teacher reading knowledge has improved, maths skills have declined. Promising interventions like the Western Cape’s Back-on-Track programme show progress, but national gains are hindered by funding shortfalls, teacher shortages, and weak planning. Home language mastery improves outcomes, yet early-grade challenges remain. The report urges better coordination, investment, and focused action to meet the 2030 goal: that all children read for meaning by age 10.
Advisory Notes
2024 Background Report
Author: Sipumelele Lucwaba
South Africa's 2024 Reading Panel report reveals a severe literacy crisis, with 81% of Grade 4 learners unable to read for meaning. COVID-19 worsened inequalities, hitting poor and rural students hardest. Key challenges include weak teacher training, lack of materials, and budget cuts. Some provinces, like the Eastern Cape and Northern Cape, are implementing effective reading programs. The report urges scaling proven interventions, improving teacher education, and introducing national assessments to ensure all children can read by 2030.
2023 Background Report
Author: Nic Spaull
This report highlights a worsening literacy crisis, exacerbated by COVID-19, with an estimated 82% of Grade 4 learners unable to read for meaning. While recent research and small-scale interventions show promise, widespread improvement is hindered by inadequate funding, weak implementation, and lack of political urgency. The report stresses the need for early-grade reforms in teacher training, support, and curriculum. Without significant systemic change, the 2030 goal remains unlikely to be achieved.
Advisory Notes
2022 Background Report
Author: Nic Spaull
The 2030 Reading Panel Report (2022) reveals 81% of South African Grade 4 learners cannot read for meaning, worsening due to COVID-19. Key issues include teacher shortages, poor training, and lack of learning materials. Successful interventions—like teacher coaching and graded readers—show promise. The report calls for a national reading plan, better teacher education, and regular assessments to ensure all children read by 2030. Urgent action is needed.
Advisory Notes
Measuring what Matters