The need to read

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Freshly clean, tucked-in, cuddled and snuggled, in happiest anticipation of ‘story time’… Reading is a multi-layered universal ‘prescription’ for childhood joy, comfort and exploration. Perhaps with some overreach one might call them inalienable rights, firmly upheld, freely given. Central to the referenced collective is the experience of reading, fuzzy, funny, fantastical, fabulous BOOKS! Reading is an irreplaceable ‘entrée’ into the world around us, ‘vitamins’ for the growing mind.

Clue: watch the excitement of a child carrying their book into bed at night, tracing the illustrations and sounding out the letters and words they know, imagining what might be next…

Instruction: “Harness the uniquely portable magic of books” (Stephen King).

The uncontested South African truth is that the all-important practice of reading, the encounter with books is not equitably available or actively pursued. This fact is conflicted by the scientific global evidence that places reading (with meaning) at the learning forefront; for it not only prepares children for literacy participation at school but for life. This regimen remains neglected, ill-administered and minimally prioritised nationally. In the absence of a systemic government plan for sufficient budgetary allocation and the availability of trained teachers, the capacity to read a simple story remains tragically illusive.

Evidence: 81% of South African Grade 4 pupils were found to be unable to read with meaning in any language, the highest percentage of all 57 participating countries in the study. This means that of the 1.1. million children in Grade 4, about 900 000 children cannot read or comprehend written text (Progress in International Reading Literacy Study, 2021).

The President has set a goal that “all children can read for meaning by age 10 by 2030”. The ambitious trajectory, undermined further by the COVID-19 pandemic, appears unattainable with “business-as-usual-schooling”. As proposed by the 2030 Reading Panel, collaborative efforts by government and the private sector, dedicated funding, a review of teacher training, minimum norms and standards, and a large-scale procurement of reading resources, remain central to the desired outcomes. All these interventions are important but, at this juncture, we also need to ask: “How can WE help?”.

The problem does not lie with the children, the problem lies with the policy makers and the existing system, yet we should not forget that the basis of early literacy development begins at home. It doesn’t require expensive resources, just a willing and active carer and / or parent / family member.

In the real world of working parents, single parenthood, guardian-care and multiple limitations and barriers to involved parenting; bed-time-story-reading may seem like something that only happens on TV. There may be no book to speak of…

What is needed is a strong sense of awareness, an understanding of the formative role of reading and an embrace of the reading culture solution. Take on any / all opportunities to read with / to your child. Often. Regularly. Informally. Variably. With meaning and extrapolation. Read for joy. Make reading fun. Download our free digital stories from our website. Visit the local library. Exchange and share books. Find an atlas. Adopt a favourite comic strip. Scan an advertisement. Take note of newspaper headlines. Generate a love of shared and paired reading. Be aware of excessive emphasis on correction, reading difficulties or comprehension questions. Encourage interactive, independent and expression-filled reading. Routinely read at a time that works for both you and your child. Practice reading a short poem for a family audience. Celebrate finishing a book. Visit a bookshop with a child. Use technology wisely. Digital resources can be helpful to extend the reading experience. Choose interactive e-books or reading applications designed for children.

Conclusion: Seize every opportunity to share reading with your child. When it comes to reading to your children, the benefits to your child’s life range far beyond the development of a close bond with them, although that’s certainly one of them. Reading aloud to children is truly the single-most important activity for building the understanding and skills essential for reading success that your child will carry with them throughout their life.

Subscribe to our online Reading Room to receive FREE stories every week. It will bring enlightenment and enlarge their world. Dr Seuss said it best, “The more that you read, the more things you will know. The more that you learn, the more places you will go!”.

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Great reading

Bogus online schools or bogus reporting?

“To date, Umalusi has not accredited any online school to offer any of its qualifications. In the same vein, Umalusi is not aware of any such institution having been registered by any provincial education department,” Dr Rakometsi said.

In response to a statement given out by Dr Rakometsi, CEO of Umalusi, Think Digital Academy would like to set the record straight by providing readers with some clarity regarding the accreditation of online schools.

Think Digital Academy urges parents and readers, to consider the following factual statements:

The condemnation of online schools by Umalusi is unfair and has misconstrued the legal offering of registered Distance Education Providers such as Think Digital Academy and other online schools, who have accreditation by SACAI (fully accredited by Umalusi), one of the three exam boards in South Africa.

It is imperative to understand the complexities of accrediting online schools – “Umalusi is the only institution in South Africa that is legislatively mandated to issue certificates of learner achievement in respect of the National Senior Certificate (NSC). In South Africa, we have three examination bodies, registered and accredited by Umalusi. These bodies are the: IEB, SACAI and the DoE.”

About SACAI:

  • The South African Comprehensive Assessment Institute (SACAI) is an assessment body that is allowed to set and mark exams for the NSC.
  • It is also, 100% aligned with CAPS and Grade 10-12 learners registered under SACAI, will also be issued with SACAI Statement of Results and NSC certificates that are accredited and issued by Umalusi.
  • This means that a learner can access the various levels of pass requirements for Higher Education such as university and college entry, on provision they have met the NSC requirements.
  • SACAI learners need to comply to the same rules and guidelines that apply for the DBE NSC and the IEB NSC.

Think Digital Academy urges parents to do their research before committing to registering their children with online schools and distance education providers, by ensuring that their perspective online school is in fact registered with SACAI or the IEB.

Think Digital Academy has been a registered NSC Institution with SACAI, (registration number 851107) since 2017.

Let’s look at the positive role of online schooling and the rise thereof:

This new era of online schooling is a positive solution for many children, all over South Africa. Online schools have provided a solution to South Africa’s unplaced learner crises in the public sector.

In-person and traditional online education takes very structured approaches — learners must fit in with institutions’ schedules for classes, deadlines, exams, often travelling long distances to get there. That works for many learners, but also excludes many more. Perhaps we should further consider the statistical outliers, the thousands of unplaced learners who have not been fortunate enough to find a space in one of South Africa’s traditional brick and mortar schools.

The education system needs to work for the average child, and the average child who has not been placed, should not be disadvantaged for not having the capacity to overcome gross inequalities and sheer injustice on the part of the state when it comes to education.

Therefore, lets rather place an emphasis on how registered online schools can be leveraged and positively used to accommodate the average child who could not be placed as well as the child who has not been able to reach their full potential due to:

  • an overcrowded classroom
  • the absence of personal guidance
  • the lack of a tailored learning programme that will suit the child’s educational needs in order to reach their full academic potential.

Flexible learning approaches that embrace active learning, can also unlock greater levels of engagement between learners and student success coaches, a holy grail for most educational institutions.

Let us not be discouraging of the registered distance education providers and online schools, but rather be encouraging of this new era of education and the powerful opportunities it brings with it.