Changing literacy outcomes in South Africa: Are home-school partnerships the missing link?

Abstract

After many educational reforms over the past 2 decades, South Africa is still 1 of the lowest performing countries in terms of literacy outcomes. Despite an increased access to early childhood education programmes, more than half of Grade R learners will enter Grade 1 without the required skills to master reading. Clearly, systemic interventions are not working. Against this background, a family literacy programme was launched with the aim to improve home-school partnerships, build capacity for teachers to work with parents and to provide parents with the information and support they need to strengthen literacy learning in the home. The study reported on here was based on the theoretical framework of Bronfenbrenner’s ecological theory as well as Fullan’s theory of action as a theory of change. An action research design and qualitative techniques of data collection were used for programme implementation, but the study was planned and evaluated against Fullan’s theory of change. The Wordworks Home-School Partnerships programme was selected for implementation and  children’s component was designed to accommodate the young children of participating families. A multicultural, independent primary school situated in Pretoria, South Africa, was selected through a combination of purposeful and convenience sampling. Data were gathered from parents, children and teacher-facilitators during parallel sessions using multiple techniques and were analysed according to qualitative principles. The article concludes with a critical engagement between the anticipated findings of the study and the literature on theories of educational change to indicate how family literacy programmes can bring about improved literacy outcomes.