The Importance of Nurturing a Culture of Reading with the Children of SA

This entry was posted on 28 October 2021.

With the COVID-19 pandemic wreaking havoc on SA’s schooling system,
READ Educational Trust offers a glimmer of hope to educators and parents nationwide.



The Impact of COVID-19 on Education


The COVID-19 epidemic has influenced education and learning, with the most vulnerable children hardest hit, according to READ Educational Trust.

Since the coronavirus pandemic, students have lost critical learning time due to rotational attendance, intermittent school closures, and grade-specific days off. Additional school day losses and unforeseen school closures were largely attributed to teachers or students contracting the virus or showing possible symptoms of COVID-19.

In light of National Children’s Day on the 6th November, READ Educational Trust, a South African NGO promoting literacy in schools for over 40 years, encourages all to continue teaching children how to read with confidence, despite the challenges the education system faces.

Below is what READ discovered from data collected by the University of Stellenbosch and the Department of Basic Education.


School Attendance Rates During Phased Reopening of Schools 


Following the initial outbreak of COVID-19 in South Africa, schools were closed unexpectedly in March 2020, with a phased reopening that was delayed numerous times due to lockdowns.

Using data from the second wave of the National Income Dynamics Study – Coronavirus Rapid Mobile Survey, it was clear that school attendance rates during the phased reopening of schools were significantly lower than in normal times.1

Data suggests that the ratio of learning losses to lost schooling days has been as much as 1:5; that is to say, the actual number of school days lost underestimates the amount of learning lost.

Due to the staggered reopening of public schools and rotational attendance timetables, students in grades one to five lost over 60 percent of possible 198 school days.

Depending on how well the school system and individual instructors catch up lost learning, below-expected grade 12 outcomes may remain until at least 2022, and maybe even until 2031.2


Impact of COVID-19 on SA’s School Meals


While hunger levels among school children have stayed consistently high relative to pre-COVID-19-times, access to free school meals has declined from 49 percent in November/December 2020 to 43 percent in February/March 2021. Even when schools had reopened entirely in November 2020, pre-COVID-19 levels of children receiving weekly school meals have not yet been reached.3

It’s difficult to say why this is the case. It could include factors linked to the variations of rotational timetabling, limited transport when not attending school, parental decisions about participating in school feeding, cases of monthly food parcels being sent home with children rather than daily school feeding, or general disruptions to the school feeding ecosystem as a result of the pandemic.


“A collective effort can change the face of education and educational equality in South Africa.”


Supporting the Continuation of Teaching and Learning During the COVID-19 Pandemic


READ Educational Trust continued to facilitate adaptive responses to emerging educational challenges, and to protect young people’s educational opportunities during the pandemic.

Practical steps were taken to improve teacher- and learner literacy and knowledge during the unprecedented school closures last year.

In March 2020, READ sponsors and partners assisted with providing food packs to learners and their families at project schools in the Free State, Mpumalanga and Limpopo. 

Schools collaborated with READ trainers and shared information, demonstration videos, audio tutorials and resources with parents and learners via WhatsApp and email.

Teachers and parents were informed about the catalogue of Busy-B-Home Activities and stories, which were made available for free via the READ Educational Trust website in response to the pandemic. READ’s website has been zero-rated, which means people can access it without using data.

Several mother-tongue and First Additional Language audio books were recorded by the READ Trainers and shared with teachers and interested parents for their children to listen to online or download. In an effort to help fill the gap whilst in-school learning was disrupted, Q&As and fun follow-up activities were also developed to accompany the stories.

Sets of worksheets, activities, language games and quizzes were delivered to schools and Community Centres. These helped to keep learners occupied, expand their general knowledge and develop and consolidate essential skills in a fun and non-threatening way.

READ’s philosophy has always been based on supporting teachers in the classroom and building lasting relationships. While COVID-19 certainly threw a spanner in the works, the response to the above interventions and support offered to schools by the READ Educational Trust has been extremely positive.


READ Educational Trust Reaffirms Urgent Need for Education Equality


Educational equality has been slowly improving in South Africa, yet this trajectory was fragile already before the COVID-19 pandemic. 

We are only beginning to understand the impacts of the COVID-19 pandemic on educational equality and, more broadly, on education itself.

Educational equality is among the most important matters of concern when considering South Africa’s future.

While COVID-19 is unlike any challenge we have faced before, READ has successfully addressed many difficult challenges over the years, thanks to the implementation of programmes that assist educators. READ also provides practical training, hands-on support and valuable resources that have been highly effective. 

READ believes a collective effort can change the face of education and educational equality in South Africa. If government- and non-profit organisations, big businesses and private individuals stand together to actively promote and fund reading and educational incentives, we will be a step closer to combating illiteracy.


What better time to act than now?



  1. Mohohlwane, N., Taylor, S., & Shepherd, D. 2020. COVID-19 and basic education: Evaluating the initial impact of the return to schooling. NIDS-CRAM.
  2. How is the COVID-19 pandemic affecting education quality in South Africa? Nids-CRAM.M Gustafsson (2020)
  3. Equal Education and others v Department of Basic Education and others (2020)


To find out how you can contribute, contact READ Educational Trust on 087 237 7781, or visit



Facebook: @READEduTrust 

Twitter: @READEduTrust 

Instagram: @read_educational_trust


IMAGE: StockSnap/Family First




Get Your Child to Read More

Facebook  Twitter