The Rural Education Directorate, in collaboration with the University of Limpopo (UL), is advancing linguistic diversity in the country through the Reading for Meaning initiative in African indigenous languages. This week, the Limpopo leg of the Reading for Meaning Project workshop was launched. The three-day workshop, held at the Makhado CPTD, Tivumbeni CPTD and SJ van der Merwe FSS, engaged principals and Foundation Phase teachers from 23 to 25 July 2024. The Workshop aimed to foster a culture of reading and writing in schools by equipping teachers with effective reading strategies, particularly during Drop-All and Read sessions, across the participating districts.
During a recent National Council of Provinces (NCOP) session, Minister Gwarube highlighted literacy as one of the five priorities for the Department in the 7th Administration, stating that, “literacy is the only way to unlock economic opportunities for our learners in the future.” To strengthen the education system, Dr Phumzile Langa, Director for Rural Education, emphasised the significance of the Reading for Meaning project in addressing reading challenges in rural schools: “What makes this project important and unique is that it does not only focus on reading, but also assists teachers to use arts-based activities to enhance reading. This project fosters learners’ creativity, imagination and critical thinking skills by engaging them through visual, auditory and kinaesthetic means. As a Department, it is our duty to ensure that learners in rural schools receive high-quality education through reading. We believe that acquiring basic reading skills in the Foundation Phase equips children to approach other subjects with confidence”.
In their joint presentation, Dr Winter Sishoka and Mr Simon Ndlovu from UL outlined the reading cycles for the Drop-All and Read sessions, which are divided into three cycles. Cycle 1 focuses on Reading and Discussion, involving reading aloud and discussing the content. Cycle 2 centres on Arts-Based Activities, starting with a reading session followed by creative activities for both learners and teachers. Cycle 3, Developing a Storybook, allows learners to create their own storybooks, develop main characters, identify challenges, and brainstorm solutions.
Prof Tsebe Molotja from the University of Limpopo underscored the project's significance: “This partnership already yields significant benefits for the South African education system. We look forward to continuing our collaborative efforts to improve educational outcomes for learners in rural areas. This project is crucial in ensuring that learners in rural schools receive high-quality, relatable education in their indigenous languages. The different phases in the reading cycle nurture a love for books by making reading a shared and enjoyable experience. Each Reading Cycle spans a three-week period, during which thirty-minute DAR sessions will be used”.
Building on the success of the Reading for Joy Project in the North West Province, the current project will be piloted across seven districts in Limpopo: the Vhembe East and West; Mopani East and West; Capricorn North and South; and Sekhukhune East. It will focus on three major languages: Sepedi, Xitsonga, and TshiVenda. Community Reading Champions (CRCs) will be employed in each participating school to support teachers in facilitating reading during Drop-All and Read sessions.
In her closing remarks, Dr Rachel Mashaba from the Limpopo Provincial Education Department expressed gratitude to the University and Dr Langa for their excellent leadership in maintaining a sustainable partnership between the two institutions. She also thanked the delegates, many of whom applauded the University and the Department for hosting the productive sessions.