Africa’s literacy crisis - unlocking the power of mother-tongue reading at ECD level

ACCORDING to the UN Educational, Scientific and Cultural Organisation (Unesco), children in Africa who learn to read in a familiar language are 30% more likely to read with understanding before they start high school. This is significant for South Africa where, as revealed by the Progress in International Reading Literacy Study (PIRLS 2021), 81% of Grade 4 learners across all languages cannot read for meaning.

Underscoring the gravity of the problem, the 2030 Reading Panel set up in 2022 by the government to track early-grade literacy, says that by Grade 6, when learners’ proficiency in the language of learning and teaching - either Afrikaans or English – is measured, almost 70% of learners have not developed grade-level reading skills.

These figures point to a country in crisis. Speaking at the recent Dialogue on Entrepreneurship Education, Basic Education Minister Siviwe Gwarube cautioned: "This is not just a reading problem, it is an educational emergency.”

Educational psychologist Seago Maapola agrees, saying an inability to read for meaning affects every subject in the curriculum, impacts their ability to perform academically and eventually amplifies societal inequalities. Children who cannot read with understanding by Grade 4 are unlikely to keep up with academic demands. The 2030 Reading Panel is unequivocal about the far-reaching implications of South Africa’s literacy figures: “The ability to read and write is one of the hallmarks of personal development required for economic progress.”

Maapola stresses the importance of home-language reading. “Doing this in their home language affirms their cultural identity, which in turn builds confidence. When a child reads in their mother tongue, they’re not just learning words, they are learning who they are.”

The crisis extends well beyond Grade 4. The 2022 South African Systemic Evaluation found that nearly 70% of Grade 6 learners could not read at grade level in their language of learning, while the 2030 Reading Panel reports that 80% of Grade 3 learners cannot comprehend what they read.

Starting early

“Reading interventions before the foundation phase are therefore absolutely critical,” says Maapola. Firstly, children need to have access to early learning programmes. According to the SA Early Childhood Review 2024, around 1.15 million children aged three to five are not enrolled in any early learning programme.

Even those who are enrolled often lack support and access to resources. The Thrive by Five Index 2024 shows that fewer than half of four- to five-year-olds in early learning are meeting milestones in language, problem-solving and motor skills. Only 45.7% are developmentally on track, leaving many children starting school already on the back foot.

“Access to books and daily story time at this stage will help prevent later remediation,” argues Maapola. But resources are scarce: the ECD Census 2021 found only 61% of programmes had at least 10 children’s books, and just 56% had age-appropriate materials.

This is where corporate and non-profit partnerships can make a significant difference. Wimpy, in partnership with children’s online publisher and bookstore Ethnikids, has been running literacy campaigns in South Africa since 2022, developing and distributing local folktales and multilingual storybooks that can be enjoyed by children and families around the country.

Home language reading

This year, during Literacy Month, the “Read with Wimpy” initiative will work with Ladles of Love, using the non-profit organisation’s established network to donate 6,000 multilingual and multicultural books to under-resourced ECD centres.

“It was through our children’s campaigns over the years that we realised the severity of the literacy crisis. We noticed that there was a growing need for children to read relatable books, preferably written in their home language,” says Jodi Law, Wimpy brand manager. Building on their already-established reading campaign, the partnership with Ladles of Love allows it to extend its reach into ECDs in need of resources and support.

“By working with Ladles of Love, we are able to host literacy sessions and hand out reading material to ECD centres in three provinces - the Northern Cape, Western Cape and Gauteng,” explains Law.

“Reading exposes children to a world beyond their communities, opening opportunities for learning and growth,” adds Ladles of Love programme director Yolanda Jones.

Corporate and community initiatives help to plug the gaps by providing reading resources, but real change requires a collective effort, says Maapola. There is a shared responsibility to ensure that children are encouraged to read, she adds. “In a country where eight of ten 10-year-olds are unable to read for meaning, even five minutes of reading – preferably in their home language – could open the door to improved literacy and comprehension.”

* The Northern Cape handovers will benefit ECD centres in Kuruman, Katung, Promiseland and Dikweng Village, bringing much-needed multilingual books to young learners in these communities.

** Seago Maapola, an educational psychologist with a Master’s degree from the University of Pretoria, runs a private practice and serves as Head of Wellness at a Pretoria high school, where she supports young people’s growth and well-being. She is active in shaping her profession through the Educational Psychology Association of South Africa, has training in neuropsychology, and is passionate about social justice, youth empowerment, and the transformative power of connection.