Reading brings confidence and enthusiasm to the classrooms
EU and UNICEF give learners hope through the Reading and Leadership Programme (REALS-SA)
Polokwane, Limpopo Province: “Reading is so important and gives our children confidence and the energy and enthusiasm” explains Monica Dikgale whose daughter is a Grade 4 learner at Maphuto Primary School outside Polokwane.
Ms. Dikgale is among thousands of parents in the provinces of Limpopo, the Eastern Cape and KwaZulu-Natal who have seen the benefits of the Reading and Leadership South Africa Programme (REAL-SA) funded by the European Union (EU) and implemented by UNICEF and the National Education Collaborative Trust (NECT).
To assess the positive impact of REALS-SA, UNICEF with the EU visited two schools which have actively participated in this life changing initiative. The objective of the visit was to hear from learners, educators, school principals and members of the School Governing Body about the difference that REALS has made.
This includes efforts to foster a love of reading among learners and parents, handling crisis management and emotional intelligence as well as equipping educators, as well as School Governing Boards and School Management Teams. with tools to effectively manage reading resources.
With its well-maintained buildings, neat garden and brightly painted murals, it is clear that Maputho Primary, with nearly 1000 learners, is a well-maintained school with a dedicated Principal and teaching corps of 25. In the words of School Principal “When we become teachers, we become the chosen ones”. The school, with 963 learners and 20 teachers is located in a community that is economically deprived with many of the parents being migrant workers and many are unemployed. The learner-educator ratio is high with 63 learners in classroom designed for 35 learners.
Monica Dikgale was provided with training and she observes that as parents they would seldom bother to much to follow up on the reading work of their children. However, she explains “through this training we learned how to support our children especially with the alphabet and helping them learn to build words”.
“We parents used to be impatient with our children and we had other priorities. After the workshop I now spend time with my child – even or 30 minutes - and guide them on spelling and building words. I can see the benefit of this.”
The same enthusiasm is evident at Magazi Primary School where bright, well-maintained Reading Corners are welcoming spaces for the learners in their bright blue and yellow uniforms. School Governing Board Chairperson Ms.Thobejane is pleased with REAL-SA and notes that “with this programme, the tools are readily available so it is easy to teach.”
A space of particular pride at Magazi Primary School is the Reading Room which is managed by Community Volunteer Ntlhane Tokologo. Colourful and welcoming with bright walls and a wide array of books, the Reading Room is a hub of activity and is a welcome example of how reading can be encouraged in vulnerable communities.
“I have seen learners improving their vocabulary every day through reading. REAL-SA has given me more confidence and I now feel that I can properly help learners to read.”
A key, and in many ways a unique, aspect of REAL-SA is its inclusion of parents in terms of reach and impact. For PSA Fausa Mamabolo the greatest impact of this programme is on the parents. “Training parents to support their kids at home is making all the difference” she explains.
Giving her impressions of the impact of the work, UNICEF South Africa Chief of Education, Hana Yoshimoto observes “I see so much moving forward here.” These sentiments are echoed by Thomas Tiedemann from the European Union who, acknowledging the efforts of the teaching staff, noted that “you have gone over and above and this needs to be perpetuated.”
The power of reading and leadership cannot be over-estimated as lives are changed for the better. Noting that the future is brighter for these learners, Monica Dikgale reminds her visitors that “we are progressing ourselves when we teach our children.”
