The performance of South African learners in reading comprehension is extremely poor. The Progress in International Literacy and Reading Study (2016) highlighted that by the end of grade 4, 78% of learners cannot read for meaning. In this context, what can administrations, school leaders and managers do to promote improvements in literacy? This policy brief presents findings from a two-year mixed methods project that aimed to identify leadership and management practices that may be linked to higher literacy outcomes in township and rural schools. The Leadership for Literacy study highlights the need to refocus the role of school leaders and managers on enhancing the knowledge and pedagogical skills of teachers through effective human resource management and support.
DOWNLOAD PDFPopular Posts
Other Readings
Related Posts
EducationHistorical Resources
Public Expenditure on Education in South Africa, 1987/8 to 1991/2: An Analysis of the Data
Ryno PageJuly 5, 2024
EducationHistorical Resources
National Education Policy Investigation: Education Planning, Systems, and Structure
Ryno PageJuly 5, 2024
EducationHealthNews and OpinionResearch Outputs
Assessment matters: What can we understand about the National Senior Certificate results during COVID-19 from university entrance exams?
Ryno PageMay 25, 2024