Learning Brief – 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.