Through the Hands-on Learning publication, we hope to play a helpful role in synthesising information from innovators and implementers in civil society, supporting them to share what they have learnt so that others can draw from and build on their experiences.
Catching up: Lessons in implementing accelerated learning programmes in South Africa
In South Africa, eight out of every 10 Grade 4 learners in South Africa do not meet the low international benchmark for reading set by the Progress in International Reading Literacy Study (PIRLS), which serves as an indicator of learners’ ability to make sense of texts. The ability to recognise words and make sense of them is essential for reading and overall learning. Without these core literacy skills, learners can struggle to keep up with the school curriculum, leading to frustration and disengagement. Over time, this disengagement contributes to a much larger issue – the risk of dropping out.
To read this learning brief, download a PDF, or read it magazine-style on ISSUU here.
No learning without well-being: Why mental health matters in post-school education and training
Mental health is shaped from before birth onward by a constellation of socio-economic factors, including poverty and inequality. In South Africa, where nearly 70% of children live below the upper-bound poverty line of R55 a day, poverty results not only in unmet needs but in sustained deprivation affecting mental health. International research shows that children from families with higher incomes often do better in areas like language development, self-control and socio-emotional skills, which can help manage stress and serve as a buffer against anxiety and depression.
To read this learning brief, download a PDF, or read it magazine-style on ISSUU here.
Breakthrough thinking for early learning in South Africa: Government is starting to adopt the home-based learning model
The early years of a child’s life are the building blocks of their future success. Yet in South Africa, over 1.15 million children aged three to five are not in any early learning programme (ELP) and fewer than half of four-to five-year-olds attending an ELP are developmentally on track, meaning that they do not meet the expected learning standards for their age. The quality of an ELP is a significant determining factor in whether children reach developmental milestones. SmartStart – an early learning social franchise with a national footprint – aims to reach one million children aged three to five every year by 2030.
To read this learning brief, download a PDF, or read it magazine-style on ISSUU here.
Read the complete issue below magazine-style on ISSUU – choose full-screen mode [ ] for a better reading experience. Download the complete Hands-on Learning publication (Issue 30) as a PDF.
