The first five years of a child's life are like the foundation of a magnificent building. Just as a strong foundation ensures the stability and strength of a towering structure, these early years lay the groundwork for a child's entire life.
During this crucial period, a child's brain, absorbs knowledge, experiences, and emotions at an astonishing rate – 90% of their brain development takes place at a rate of development that is never repeated. It's a time when the roots of their personality, values, and abilities take shape. Just as a sturdy tree needs a strong root system to thrive, these early years form the roots of a person's future. But for many South African children, their first five years are a lost opportunity from which they will never recover.
In South Africa, our children’s ability to read for meaning is among the worst in the world and it’s only getting worse
Fewer than 1 in 5 (19%) of Grade 4 children in South African could read for meaning in any language in 2021. * Progress in International Reading and Literacy Study (PIRLS)
South Africa’s reading and literacy scores dropped from 320 point in 2016 to 288 in 2021. The global average is 500 points.
Why are our reading and literacy rates deteriorating?
- the lack of a culture of reading in many households in South Africa,
- poorly resourced schools,
- and a lack of emphasis on reading during the critical early childhood development (ECD) phase.
“Literacy is probably one of the most important foundations in our education system. Without literacy, children cannot progress through their education journey. Adults cannot access and participate in economic activities on an equal basis.” - Zaheera Soomar, the global lead for education and community skills programmes at Anglo American.
To help address this gap, in partnership with the Department of Basic Education, Anglo American launched an education programme.
The education programme was launched five years ago in Anglo American’s host communities in Limpopo, Northern Cape and Mpumalanga. From the start, one of the programme’s focus areas was early childhood learning, with a target of ensuring that 90% of pre-school learners meet the minimum requirements for school readiness by the time they reach the age of 5. From the start, one of the programme’s focus areas was early childhood learning, with a target of ensuring that 90% of pre-school learners meet the minimum requirements for school readiness by the time they reach the age of 5.
To achieve this, the programme works to improve reading and literacy in our schools and early childhood development (ECD) centres through different initiatives aimed to stimulate interest in reading amongst learners and cultivate a culture of reading amongst learners and in schools.
The programme includes:
- creating organised reading corners in schools;
- teachers working with project coaches to get learners interested in reading.
- and training sessions on the science of reading, where teachers implement group guided reading and phonics lessons.
The early childhood development element of the programme
We conducted a baseline study in 2021 to assess the emergent literacy and language rate of participating ECD centres. And reassessed after various interventions had been implemented.
Before:
45% of children were on track in terms of the school-readiness.
After:
The school-readiness levels had gone up to 64%
This illustrates that the programme’s interventions are helping to close the literacy gap, particularly at ECD phase.