Cape Town - A World Bank report into the status of South Africa’s education system, which measures how learners read with meaning, has found that the Western Cape recorded higher learning levels than other provinces.
Work on the Education Sector Analysis started in February 2023, with the World Bank conducting extensive research and consultation with a view to providing in-depth understanding of the current status of the province’s education system, and recommendations on how to address challenges.
The report was released yesterday with keen interest from Western Cape Education Department (WCED) officials, education experts and special guests including Finance MEC Deidré Baartman and Cape Town Mayor Geordin Hill-Lewis.
The report, the first of its kind, found that although the Western Cape produced better results in learning levels, as with the rest of South Africa, there remained a learning crisis.
It found South Africa’s literacy level fell below the Progress in International Reading Literacy Study (PIRLS), an international assessment that measures learning achievement.
The report showed that 81% of South African Grade 4 learners were functionally illiterate (cannot read for meaning), scoring 288 out of 400, which was the “low international benchmark”.
In the Western Cape, 62% of Grade 4 learners were functionally illiterate.
It was found that a dip in reading levels in 2021 was due to Covid-19related events. However, World Bank country director for South Africa, Satu Kahkonen, said there was room for improvement.
Kahkonen further proposed specific interventions to address the learning divide, explaining that education was critical for the economy.
“The World Bank is delighted to support efforts to enhance both the quality of and the access to education for young South Africans.
“We are proud to partner with the Western Cape Education Department to share international good practice and expertise tailored to the local context and challenges, which will empower young people with the relevant skills to realise their full potential and be active in the economy,” Kahkonen said.
Among interventions is a four-keystrategy to strengthen the foundations of learning through access to better quality Early Childhood Development (ECD) services; supporting teachers with emphasis on early grades; continuous professional development; and building teachers’ capabilities.
Kahkonen encouraged the WCED to set goals, and commended the province on their #BackOnTrack programme to reverse learning losses during the pandemic.
She acknowledged the province’s systemic tests, Rapid School Build programme, and its recent announcement of 2 407 teacher cuts in 2025.
Education MEC David Maynier said they considered the report a vital investment to allow them to properly assess the quality of learning outcomes in order to adjust interventions.
“This report gives us a very good assessment of the learning outcome we currently delivered. It makes four key recommendations, which we will have to consider as we set our priorities. I certainly plan to set some precious goals, so that ultimately we can improve learning outcomes.
“We will also share the outcomes with the country because the vision for education is quality education for every learner,” Maynier said.
Cape Argus