Grade 3 learners at 115 schools average 23% in mathematics

A nationwide assessment of South African grade 3 learners in mathematics and English First Additional Language revealed concerning results. Conducted by the National Education Collaboration Trust (NECT) and presented at the India, Brazil and South Africa Symposium on Quality Foundational Learning, the baseline assessment covered 115 primary schools in six provinces.

The findings showed that 43% of the 4,800 learners tested were in the lowest maths category, labeled "not achieved." This marks a concerning baseline against which future progress can be measured. In English, learners performed slightly better, with an average score of 34%.

The assessment was part of a broader effort to establish a grade 3 benchmark for reading and mathematics. NECT argued that current provincial and district systems are not adequately supporting schools to improve. Only 58% of subject advisers were aware of the national strategy, and 63% of school management teams reported not purchasing any mathematics resources in the previous year.

NECT's Dr Dhianaraj Chetty warned that fixing classrooms without addressing the underlying systems producing the same results for 30 years. He emphasized systemic constraints including strategy, budgeting, structure, process, technology, and people practices that were not designed to support instructional improvement.

Hana Yoshimoto, UNICEF South Africa's chief of education, noted the uneven implementation of government policy across provinces. She suggested South Africa learn from Brazil's approach of allocating more resources to districts that show improved results. However, she acknowledged that political factors complicate the reform process.

The story, produced by The Education Desk, highlights the urgent need to address systemic challenges in the South African education system to ensure lasting improvements in foundational learning.