South Africa's education system is facing a significant challenge in addressing illiteracy, with a staggering 81% of grade 4 pupils failing to reach the lowest international benchmark for reading comprehension. According to Mpho Mosala, the country's top teacher, the solution lies in making reading a daily routine in classrooms. Mosala, a Sesotho home language teacher at Letlotlo Naledi Primary School in Bothaville, Free State, was recently awarded top honours at the 26th National Teaching Awards.
Mosala's approach to teaching reading is multifaceted and continuous, rather than relying solely on twice-yearly formal assessments. She encourages her pupils to read every day, using a wide variety of reading materials in Sesotho and English. This approach has not only improved their comprehension but also fostered a love for reading beyond prescribed classroom books. Mosala's pupils have become increasingly proactive in class, asking critical questions and sharing books they enjoy across different grade levels.
Mosala's support for her pupils extends beyond formal lessons. She collaborates with a local non-profit organization to assist children facing learning barriers and continues to track their progress even after they move to high school. Mosala's dedication to her pupils is evident in her statement, "I also follow up on my learners, especially those moving from primary to high school. I still communicate with them even now. So I think that's what makes me stand out as a teacher, because they are not my learners, but I take them as my kids."
Mosala's journey to becoming a teacher was influenced by her upbringing and personal experiences. Initially, she hoped to become a social worker, but due to the oversubscription of the social work course, she opted for teaching. She believes that teaching has enabled her to help people in a different way, and her experience has helped her understand and support pupils facing difficult circumstances.
The education department is taking steps to strengthen early grade reading, with a focus on foundational literacy and numeracy. During the 2026/2027 financial year, 10,000 foundation phase teachers are expected to receive targeted training. President Cyril Ramaphosa acknowledged the need to strengthen foundational literacy and numeracy and spread successful teaching practices across the education system at the recent National Teaching Awards.
The basic education department's Funda Uphumelele National Survey assessed about 28,000 grade 1 to 3 pupils at 710 schools and found that only 31% of grade 1 pupils reached the home language benchmark of 40 correct letter sounds a minute. The pattern was similar for grade 2 and 3 pupils. These results are consistent with the 2021 progress in the International Reading Literacy Study (PIRLS), which found that 81% of grade 4 pupils did not reach the lowest international benchmark for reading comprehension.
Mosala's success is a testament to the impact that dedicated teachers can have on their pupils' lives. Her approach to teaching reading has shown promising results, and her commitment to supporting her pupils beyond formal lessons is inspiring. As the education department continues to roll out new measures to strengthen early grade reading, Mosala's story serves as an example of the positive change that can be achieved through effective teaching practices.
Key points
- 81% of grade 4 pupils in South Africa fail to reach the lowest international benchmark for reading comprehension.
- Mpho Mosala, the country's top teacher, advocates for daily reading in classrooms to tackle illiteracy.
- The education department is expected to train 10,000 foundation phase teachers in targeted training during the 2026/2027 financial year.
