New findings reveal a deepening literacy crisis in South Africa, with thousands of learners still unable to read after years in the classroom. Picture Credit: Do More Foundation
By Aisha Zardad
South Africa — South Africa is facing a deepening literacy crisis, with new findings showing that a significant number of learners are still unable to read after spending several years in the schooling system, raising renewed concerns about early-grade education and long-term academic outcomes.
According to recent education data, approximately 15% of South African learners are unable to read a single word after three years of schooling, a statistic that education experts have described as alarming and deeply concerning for the country’s future skills pipeline.
The findings are drawn from national and international assessments, including early-grade reading studies and literacy evaluations conducted among foundation-phase learners. These assessments measure basic reading ability, comprehension and word recognition, which are considered critical building blocks for all later learning.
Education analyst Professor Mary Metcalfe, former Gauteng education MEC and an education policy specialist, said the figures point to systemic failures in early-grade teaching rather than learner ability.
“When children cannot read by Grade 3, the problem is not the child — it is the system,” Metcalfe said. “Reading is the gateway skill. Without it, learners struggle in every subject that follows.”
The crisis is most pronounced in under-resourced schools, particularly in rural areas and township communities, where learners often face overcrowded classrooms, limited access to reading materials and insufficient support at home. However, experts warn that literacy challenges are not confined to poorer schools and reflect broader structural weaknesses.
The Department of Basic Education (DBE) has previously acknowledged that early-grade literacy outcomes remain one of the sector’s biggest challenges. DBE spokesperson Elijah Mhlanga said the department is implementing targeted interventions, including teacher training programmes, revised reading strategies and mother-tongue instruction in the foundation phase.
“Government is aware of the seriousness of early-grade reading outcomes,” Mhlanga said. “We have prioritised reading for meaning, improved curriculum support and expanded teacher development initiatives, especially in Grades R to 3.”
Despite these efforts, progress has been uneven. South Africa’s performance in international assessments such as the Progress in International Reading Literacy Study (PIRLS) has repeatedly shown that a majority of Grade 4 learners struggle with basic reading comprehension, placing the country well below many global peers.
Education advocacy group Equal Education said the persistence of low reading outcomes reflects years of missed opportunities for intervention. Equal Education researcher Tshepo Motloung said the data should serve as a wake-up call.
“We cannot keep producing reports without decisive action,” Motloung said. “Children who cannot read by the end of the foundation phase are effectively locked out of meaningful learning and future economic participation.”
Teachers’ unions have also highlighted the pressures faced by educators, pointing to large class sizes, administrative burdens and insufficient classroom support. South African Democratic Teachers Union (Sadtu) spokesperson Nomusa Cembi said teachers require better resourcing and training to address early-grade literacy gaps.
“Educators want to help learners succeed, but they need smaller classes, proper reading materials and specialist support,” Cembi said.
The long-term consequences of poor literacy are severe. Research shows that learners who cannot read fluently by the end of the foundation phase are more likely to repeat grades, drop out of school and face unemployment later in life. Economists have also warned that weak literacy outcomes undermine national productivity and economic growth.
As the 2026 school year gets underway, education experts are calling for urgent, sustained focus on early reading, including increased investment in teacher training, structured reading programmes and accountability mechanisms to track learner progress.
While government and stakeholders agree that literacy must be prioritised, analysts warn that without rapid improvement in early-grade reading outcomes, South Africa risks entrenching educational inequality for another generation.
