In South Africa, too many children start school already behind
South Africa’s youngest learners are falling behind even before starting Grade R. The latest Thrive by Five Index 2024, the country’s largest survey of preschool outcomes, reveals that less than half of four-year-olds in early learning programmes (ELPs) are developmentally on track. The picture is even worse for those who are not enrolled in any programme.
Why does early development matter?
The first five years of a child’s life is a time of extraordinary growth. During this time, their health, learning, and social-emotional skills are shaped by the environments in which they live, learn, and play. Supportive early settings, be it at home, in learning programmes, or in communities, set children on a trajectory to wellbeing and opportunity.
Until recently, South Africa lacked reliable national data on whether its children were getting this support. The Thrive by Five Index, launched in 2021, fills that gap by providing reliable data. It provides government, funders, and practitioners with evidence to guide investment and policy, directly supporting the national goal of universal access to quality early learning by 2030.
What the index found
The index saw 5 001 children across 1 388 ELPs in all nine provinces assessed. There is also a smaller sub-study conducted of children not enrolled in any programme. The findings are as follows:
- Only 42% of enrolled children are developmentally on track for early learning.
- 28% are falling behind, while 30% are falling far behind.
- For children outside ELPs, just 18% are on track; 55% are far behind.
- Stunting affects 7% of enrolled children and 18% of non-enrolled children, leaving them on average five months behind their peers.
- Girls consistently outperform boys (48% vs 37% on track).
- Children in low-fee centres are half as likely to be on track as those in higher-fee centres.
Why do children fall behind?
The index shows that task orientation, children’s ability to concentrate and persist, is the strongest predictor of learning outcomes, followed by emotional functioning and socio-economic circumstances. Growth status (children’s height-for-age) was also significantly associated with learning outcomes.
A child’s household poverty, lack of books, their under-resourced classrooms and inconsistent programme funding all combine to hold them back.
Currently, 97% of centres rely on parent fees. Less than half receive a government subsidy, and even then, just 39% report receiving it in full and on time. Caregivers of non-enrolled children cite financial barriers as the main reason for their children not accessing ELPs.
There is a call to action
The index identifies priorities for urgent action:
- Finance for access and quality. Early learning programmes need predictable, sufficient subsidies while NGOs that train practitioners must be well supported.
- Strengthen the workforce by ensuring decent conditions for practitioners, fair pay, training and classroom support.
- Integrate health and learning with partnerships to tackle stunting and expand nutrition services.
- Support positive parenting by building caregiver knowledge, expanding book access and involving fathers.
- Strengthen the foundation phase by making Grade R a bridge for children who start school already behind.
Explore the findings and recommendations below:
Images courtesy of Thrive by Five.
