South Africa stands out as a leader in foundational learning within the Southern African Development Community, according to Unesco's latest Global Education Monitoring Report. However, persistent classroom issues and stagnant proficiency rates highlight ongoing struggles in basic education. The report praises policy efforts while urging stronger implementation.
The Unesco Global Education Monitoring (GEM) Report reveals a stark learning crisis across Africa, with only about one in 10 children achieving minimum proficiency in reading and mathematics by the end of primary school. In this context, South Africa emerges as a regional champion in the Southern African Development Community (SADC) for foundational learning, though it faces significant hurdles.
Education expert Mary Metcalfe offered a balanced view, stating, “We are not leading in performance of our learners, and that is, in the end, what matters – learning. However, there are many efforts under way to re-orientate the system to great investment in foundation learning – not only in early childhood education centres, but in Grades 1-4. These efforts need to be more carefully planned for the different learning contexts in our country, and adequately funded.” She highlighted challenges in mathematics, including large class sizes and insufficient materials to connect concrete concepts with abstract ideas, emphasizing the need for targeted teacher training.
The report notes that only 19% of African countries require principals to receive formal training before taking office, but South Africa has established robust professional standards, including pre-service training, induction, and continuous development. Despite this, leadership often prioritizes administrative duties over instructional support.
Data from the Trends in International Mathematics and Science Study (TIMSS) shows stagnation: 17% of Grade 5 students reached minimum math proficiency from 2015 to 2023, while Grade 9 improved modestly from 9% in 2011 to 15% in 2023. About 50% of Grade 5 students attend schools lacking instructional materials, and over half lack specialized math teachers.
Positive aspects include the Curriculum and Assessment Policy Statement (CAPS), praised for its detailed terms, and workbooks in 11 official languages that have boosted reading through structured instruction. The commitment to home languages has yielded superior outcomes, as Metcalfe noted: “All the evidence is clear that learning to read requires that learners understand and can use the language in which they learn to read.”
The report calls for African-led solutions, better financing amid declining aid, and strategic donor support channeled to governments to enhance foundational learning.