On 3 September 2025 the Department of Basic Education's Research, Coordination, Monitoring and Evaluation Directorate (RCMED) shared a report on the study that was commissioned to investigate the impact of government-led education research on policy and practice.

South Africa faces a persistent literacy crisis, with both national and international assessments showing that the vast majority of early-grade learners struggle with foundational reading skills. In response, the DBE, through its RCMED, launched the Early Grade Reading Study (EGRS) series in 2014. Over the past decade, the EGRS has generated rigorous, context-specific evidence that structured pedagogical programmes (SPPs)—multi-component interventions that include scripted lesson plans, learner resources, teacher-training, and instructional coaching— can significantly improve learning outcomes in various South African school contexts. The study examined the RCMED’s role as a government-embedded education research lab (EdLab), highlighting both the advantages and challenges of operating within formal government structures. It reflected on the lessons learnt after a decade of implementing the EGRS series and explored the ways in which the EGRS series has influenced policy, practice and the broader education ecosystem, with the goal of gaining insight into this government-embedded EdLab in practice.

Presenting the results of the study, Carien Vorster, co-author of the research report, said that the case study contributes to a deeper understanding of how government-embedded education research can influence the implementation of large-scale educational interventions and policy. She added that by examining the engagement of various stakeholders—including government departments, implementing organisations, funders and research institutions—the study provides critical insights into the enablers and barriers that determine the influence of research conducted through a government-embedded EdLab.

In providing the DBE's reflections on the study's findings and recommendations, Dr Nompumelelo Nyathi-Mohohlwane, Director for Reading at the DBE, shared that the key goal for the DBE was to codify and distill institutional knowledge, much of which often resides within individuals. By documenting more than 20 reports in the EGRS, the RCME unit has sought not only to share findings but also to contribute to the knowledge base in the education sector. Dr Nyathi-Mohohlwane reflected that research, monitoring and evaluation are not optional extras but core responsibilities—equal in weight to planning, curriculum, or other departmental functions.

Chief Director for Strategic Planning, Research, Evaluation and Monitoring at the DBE, Ms Stella Mosimege, concluded the launch by thanking the What Works Hub for Global Education (WWHGE), ZENEX Foundation and the British Council, who were key in the production of the report and its subsequent publication. “Let us unite and deepen these partnerships, share the lessons more widely, and remain consistent in applying research to improve education delivery. Together, we can ensure that these findings are transformed into action, policy, and lasting change for learners. By embedding research in planning, securing resources, broadening its scope, and maintaining purposeful collaboration, the Department can continue to transform evidence into impact, ensuring that every learner benefits from research-driven improvements in education,” she remarked.