When she noticed children hanging around with nothing to do after school in the sprawling Johannesburg township of Soweto in 2016, Faith Nedoboni decided to start an after-school programme. But as she helped them with their homework, she realised many, some as old as 13, were struggling to read and write.View image in fullscreenFaith Nedoboni, principal of Konke Academy preschool.Photograph: Rachel Savage/The GuardianNedoboni, a 57-year-old single mother of three adult children, had never been a teacher. But she was an entrepreneur, first taking over her father’s restaurant and grocery store business after his death and then also selling secondhand clothes.Last year, after Nedoboni’s eldest daughter, Sindi, 33, returned home from eight years teaching English in China, they turnedKonke Academyinto a preschool for children up to Grade R (age six), focusing on improving the literacy and numeracy levels that are so low in South Africa.The country’s education problems are endemic. More than 80% of 10-year-olds cannot read for meaning, according to the2021 Progress in International Reading Literacy Study. South Africa, a middle-income but highly unequal economy, ranked the lowest out of 43 countries surveyed, including several with lower incomes, such as Egypt and Iran.Research tells us, if you don’t get literacy and numeracy right in the early years, children are unlikely to catch upSiviwe Gwarube, basic education ministerSince the end of apartheid three decades ago, South Africa’s government has focused on combining its segregated school systems after the white minority government intentionally made black – “Bantu” – education worse than that for other races. It also expanded access: in 2022, almost 98% of children aged seven to 17attended at least some school.Now the country is focusing on early education in a bid to improve outcomes throughout childhood and beyond.“I don’t think we have always got the issue around quality right,” says the basic education minister, Siviwe Gwarube. “Research tells us, if you don’t get literacy and numeracy right in the early years, children are unlikely ever to catch up and as a result they are unlikely to do well in more difficult subjects.”Aneducation billsigned in September last year added a year of compulsory schooling for five- to six-year-olds, known as Grade R.Report reveals ‘nearly insurmountable’ scale of lost schooling due to CovidRead moreIn 2022, early learning centres, thenattended byabout 45% of three- to five-year-olds, were moved from the department of social development into the department of basic education. This year, the education department aims to bring 10,000 creches on to an official registry, in an effort to regulate and upgrade what are often small businesses run by female entrepreneurs such as Nedoboni in their communities.View image in fullscreenSindi Nedoboni with children at Konke Academy, which provides education up to the age of six.Photograph: Rachel Savage/The GuardianWhile the government’s efforts to survey and regulate the early learning sector have been praised by experts, its policies are facing a public funding shortage and implementation challenges.On Soweto’s eastern edge, Konke Academy is behind an unmarked gate at the end of a quiet cul-de-sac in what used to be Nedoboni’s parents’ home in Diepkloof. It started with eight children but now has 28 enrolled.Like more than 90% of early learning centressurveyed in late 2021by the education department, Konke charges fees, in this case 600 rand (£25) a month (about a quarter of South African government schoolscharge feesand one-third of childrenattend fee-paying schools).skip past newsletter promotionSign up toGlobal DispatchFree newsletterGet a different world view with a roundup of the best news, features and pictures, curated by our global development teamEnter your email addressSign upPrivacy Notice:Newsletters may contain info about charities, online ads, and content funded by outside parties. For more information see ourPrivacy Policy. We use Google reCaptcha to protect our website and the GooglePrivacy PolicyandTerms of Serviceapply.after newsletter promotionView image in fullscreenSindi Nedoboni, head teacher at Konke Academy.Photograph: Rachel Savage/The Guardian“They have to start as early as possible, starting to read and even to start writing,” Nedoboni says, as the sounds of children playing echo outside. “If they can start … [aged] two identifying pictures, I think reading can be much better.”The department of basic education taking over early learning centres was a positive step, says Carien Vorster, a regional representative of the Roger Federer Foundation inSouth Africa, which was set up by the retired tennis player in 2003 in his mother’s home country, and which now supports school readiness programmes in six African countries.“It’s not to say that the department of social development didn’t do their job,” Vorster says. “I think they didn’t pay enough attention to the education element … but focused on early childhood development more from a health and social protection perspective.“Probably, that’s the reason why we have these learning gaps and why children are not ready for school.”Nutrition remains crucial for children’s development, though, says Zaheera Mohamed, the CEO of Ilifa Labantwana, an early childhood development NGO.“Early learning cannot be understood in isolation,” she says. “It is starting from the point when a woman is pregnant. If she doesn’t get the right types of nutrition, she gives birth to a low-weight baby, which is the highest predictor of stunting.” Stunting in early life islinked to poor educational performance, according to the World Health Organization.Mohamed has called on the government to raise the monthly childhood support grant, which is meant to help poor parents cover their child’s basic needs, from 530 rand to 796 rand,the minimum amount it says a person needsto buy 2,100 calories-worth of food a day.According to researchers at the Children’s Institute at theUniversity of Cape Town, 13 million children receive the grant. But 8 million children, most of whose caregivers get the money, still live in households below the food poverty line.The education department’s plans also need more funds. Extending Grade R to all children would cost17bn randto build new facilities and bring existing infrastructure up to scratch, while regulating early childhood centres has not yet been costed, Gwarube says.View image in fullscreenBuilding and upgrading education centres in order to extend Grade R education for all children in South Africa will cost 17bn rand.Photograph: Zoonar GmbH/AlamyIn his draft budget speech, the finance minister, Enoch Godongwana, has earmarked an extra 19.1bn rand over three years “to keep 11,000 teachers in classrooms” and 10bn rand for early childhood development, which includes Grade R. It is not clear whether these will still be in the delayed budget, due to be presented on 12 March.In Soweto, the Nedobonis’ main concern, as they try to officially register their preschool and qualify for grants, is the volume of paperwork. To get funding from the Gauteng provincial government to provide food at the centre, for example, they have to submit 12 different types of documentation.“I am a very informed person … but I truly can’t tell you what the process is with this whole registration,” says Sindi Nedoboni. “I just want to teach.”
‘If you don’t get early years right, children are unlikely to catch up’: why South Africa is trying to reboot its school system
TruthLens AI Suggested Headline:
"South Africa Focuses on Early Childhood Education to Address Literacy Crisis"
The Guardian
7.0
TruthLens AI Summary
In the Johannesburg township of Soweto, Faith Nedoboni recognized a pressing need for educational support when she observed children idling after school in 2016. This prompted her to initiate an after-school program, where she discovered that many of the children, some as old as 13, were struggling with basic literacy and numeracy skills. Although Nedoboni had no formal teaching background, her entrepreneurial spirit led her to establish Konke Academy, a preschool that focuses on enhancing early childhood education for children up to Grade R (age six). With the alarming statistic that over 80% of 10-year-olds in South Africa cannot read for comprehension, the urgency of addressing foundational education has become a national priority. The South African government, after decades of educational disparities stemming from apartheid, is now concentrating on early education reforms to rectify these systemic issues and enhance outcomes for future generations.
The government has taken significant steps to improve early childhood education, including implementing a new law that mandates an additional year of compulsory schooling for young children. Furthermore, early learning centers have been moved under the Department of Basic Education to streamline efforts towards educational improvement. However, challenges persist, such as public funding shortages and bureaucratic hurdles that hinder the effective regulation and enhancement of early learning facilities. Nedoboni's Konke Academy, which started with only eight children, has now grown to accommodate 28, yet it faces difficulties in navigating the complex registration process to qualify for government support. Experts emphasize the importance of addressing not only educational quality but also the nutritional needs of children, as early health and nutrition are crucial for optimal development and future learning capabilities. As South Africa strives to enhance its educational landscape, the interplay between government policies, community initiatives, and the socio-economic context remains critical to fostering a more equitable educational environment for all children.
TruthLens AI Analysis
The article highlights the dire state of education in South Africa, particularly focusing on early childhood education and its long-term implications for children. It illustrates a grassroots effort led by Faith Nedoboni to address literacy and numeracy issues in her community, thereby shedding light on broader systemic challenges within the nation's education framework. The narrative aims to evoke a sense of urgency and responsibility towards improving educational outcomes for children in South Africa.
Objective of the Article
The primary goal appears to be raising awareness about the critical importance of early education in shaping future academic success. By featuring real-life stories and specific initiatives, the article aims to mobilize community support and potentially influence policymakers to prioritize educational reform.
Public Perception
The article seeks to cultivate a perception of urgency and necessity regarding educational reform in South Africa. It emphasizes that without addressing foundational literacy and numeracy skills, children are unlikely to succeed academically later on. This narrative may resonate with parents, educators, and activists who advocate for educational equity.
Omissions or Concealed Information
While the article focuses on the challenges and initiatives in early childhood education, it does not delve deeply into the systemic issues that contribute to these problems, such as socioeconomic disparities, government funding limitations, or political inertia. This could suggest an intention to maintain a more optimistic view of grassroots solutions, potentially downplaying the complexity of the educational crisis.
Manipulation Assessment
The article contains elements that could be perceived as manipulative, particularly in its emotional appeal and the portrayal of grassroots efforts as a primary solution. While it provides valuable insights, it may oversimplify the complexities of the educational system in South Africa, which could mislead readers regarding the feasibility of such initiatives alone.
Reliability of Information
The article is grounded in factual data, such as statistics from the 2021 Progress in International Reading Literacy Study, which lends credibility to its claims. However, the focus on a singular narrative may detract from a comprehensive understanding of the educational landscape, warranting a cautious approach to its conclusions.
Societal Impact and Future Scenarios
The emphasis on early childhood education could catalyze discussions around education policy reforms and increased funding for schools, potentially leading to a more equitable educational system. If successful, this could positively affect the economy and society by fostering a more educated workforce.
Targeted Communities
The narrative is likely to resonate with communities concerned about educational equity, including parents, educators, and social activists. It aims to engage those who are invested in the future of South Africa's youth and advocate for systemic change.
Market Implications
While the article itself may not directly influence stock markets or global economies, the underlying themes of education reform could impact sectors related to education technology, learning materials, and community services. Companies involved in educational resources may find new opportunities for growth as awareness around these issues increases.
Geopolitical Context
In a larger geopolitical context, the focus on educational reforms in South Africa aligns with global discussions about inequality and access to education. As countries grapple with similar issues, this narrative may contribute to broader dialogues about development and equity.
Use of AI in Writing
It is unlikely that AI was used in the creation of this article, as it contains personal stories and nuanced perspectives that typically require human insight. However, if AI were involved, it might have provided data analysis or assisted in structuring the article, but the emotional depth suggests a human touch.
Manipulative Language
The use of emotive language and personal stories could be seen as manipulative, as it may evoke sympathy and urgency without fully addressing the structural challenges. This tactic aims to galvanize support for educational reforms by focusing on individual stories of struggle and triumph. In conclusion, while the article presents a compelling case for the importance of early childhood education in South Africa, it is essential to consider its limitations and the broader context in which these educational challenges exist.