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Readathon Contributes to Fight Against Illiteracy (South Africa)

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  • Don Osborn
    The following item from the South African government news service BuaNews was seen on AllAfrica.com at http://allafrica.com/stories/200504220375.html . The
    Message 1 of 1 , Apr 23, 2005
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      The following item from the South African government news service
      BuaNews was seen on AllAfrica.com at
      http://allafrica.com/stories/200504220375.html . The multilingual
      dimension of literacy is implicit but not directly mentioned. DZO


      Feature: Readathon Contributes to Fight Against Illiteracy, Writes
      David Masango

      BuaNews (Pretoria)
      http://www.gcis.gov.za/
      COLUMN
      April 22, 2005
      Posted to the web April 22, 2005

      Tshwane

      As efforts are being made to address illiteracy in the country,
      special attention is being placed on this year's Readathon 2005.

      This reading campaign will be launched at the Apartheid Museum in
      Johannesburg on 23 April, and coincides with the World Book Day.

      The national Department of Education's systematic evaluation of 2003
      paints a disturbing picture: from a random sample of 5 percent of
      learners at Grade 3 level it was found that most could not read and
      write at the level expected at that grade.

      The evaluation revealed that only 54 percent of these learners had
      acquired the life skills expected at grade 3; listening comprehension
      was at 68 percent; reading and writing was at 39 percent and numeracy
      was at 30 percent.

      The Read Education Trust, which complements government's
      interventions in the battle against illiteracy, this year plans to
      distribute reading material to 26 000 schools nationwide.

      The non-governmental organisation also encourages people to read in
      libraries and community centres.

      Education Minister Naledi Pandor will launch Readathon 2005 under the
      theme "Reading changes lives".

      Read says Readathon 2005 will build on the agenda of community
      building through reading and will focus on the idea that "reading can
      build families, families build communities and communities build a
      nation".

      A media campaign in this regard will target both broadly and
      specifically to a wide range of stakeholders and will appeal to
      adults and children, women's groups, commercial sector, government,
      community leaders and the public in general.

      "The Readathon 2005 will serve as a channel for the core messages of
      the department of education concerning literacy, and it will work
      together with stakeholders to create a common sense of ownership,"
      says a message on the Read website.

      Thus the organisation calls on community organisations to organise
      reading events, to invite a public speaker and swap books.

      It also calls on schools to submit their details to receive a
      Readathon materials pack and businesses to host Readathon visits - "a
      group of schoolchildren will come and read to your staff, and learn
      from you what your company is all about".

      The campaign's activities will culminate on International Literacy
      Week on 1- 9 September when children will read to parliamentarians,
      celebrities, business leaders and other high profile patrons and
      supporters of reading.

      Read Educational Trust Director Cynthia Hugo told BuaNews that
      literacy, and reading, were crucial aspects in the country's
      development.

      "We hope for a future South Africa that has a dynamic economy, an
      effective democracy and a tolerant society.

      "For that we need citizens that are well informed, skilled, able to
      participate in debate and understand other cultures. The way to
      achieve this is through reading, encouraging young learners to read,"
      she explains.

      Ms Hugo says the level of literacy in the country must be improved.
      She says most of the 80 percent of adults that are reported to have
      acquired functional literacy could only read and write their names
      and sentences in their own languages.

      "Being able to read and write only is not enough for South Africans
      to be able to be players in the global economy. Literacy means that
      people must be able to read and understand complex issues," she
      explains.

      Ms Hugo points out that the high illiteracy situation that persists
      is a result of "pathetic funding" of education in the former
      homelands and the lack of reading materials in schools.

      "It is alarming to note that ten years ago it was found that more
      than a third of children, especially in homelands, never attended
      school. These people grew up illiterate," Ms Hugo explains.

      Ms Hugo says one of the ways to improve the literacy rate was to
      provide schools with "exciting, relevant" books and to train
      educators on how to use the material effectively.

      "Teachers need to create excitement and interest in reading amongst
      learners. They should also link what the children are writing with
      what they have been reading from the books," she says, adding that
      teachers also need to praise learners more often for good work to
      instil confidence in them.

      Dr Dzingai Mutumbuka, World Bank's human development sector manager
      for Eastern and Southern Africa warns on Read's website that "While
      Africa is still struggling to catch up with the rest of world in
      terms of achieving a minimum level of literacy, the rest of the world
      is not waiting for Africa.

      Instead it is galloping away even faster, benefiting from the
      advances in information technology,"

      "The criteria for literacy do not remain stagnant either," he
      continues, "Definitions of literacy now include numeracy, problem-
      solving skills, knowledge of social practices, language and culture.
      They will soon include some level of computer literacy".

      Meanwhile, Read warns that measuring literacy in statistics is not an
      exact reflection of a country's literacy levels.

      "Consider how literate do you have to be to survive in today's
      knowledge based economies?" asks Read.

      However, despite the shortcomings she identified, Ms Hugo commends
      the current government for its efforts in providing schools and
      learning materials to schools, although she says more still needs to
      be done in this regard.

      In an attempt to eradicate illiteracy, the Department of Education
      has instituted Adult Basic Education and Training (ABET) and the
      Early Child Development (ECD) programme.

      ABET aims to provide illiterate adults with basic education and
      training to enable them to participate more effectively in socio-
      economic and political processes to contribute to development and
      social transformation.

      The South Africa Yearbook 2004/5 reveals that ABET has significantly
      reduced the number of adults with no education from 4.2 million in
      1996 (Census 1996) to 1.8 million in 2001 (Labour Force Survey).

      In addition over a million learners attended and successfully
      completed literacy and ABET programmes between 1999 and 2002 alone.

      ECD, on the other hand, addresses the learning process for the very
      young.

      It focuses on the social, physical, mental, emotional, spiritual and
      moral development of children from birth to nine years.

      ECD develops, evaluates and maintains policy, programmes and systems
      for these youngsters.

      ECD also maintains an accreditation system for education providers
      and trainers

      It aims to ensure that all children entering grade one have at least
      participated in an accredited grade R programme by 2010.

      --
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