In South Africa’s classrooms, the ability to read with understanding remains one of the most pressing educational challenges. The Early Grade Reading Instruction (EGRI) programme, implemented in KwaZulu-Natal by VVOB and the KZN Department of Education, set out to assess this situation among isiZulu learners in KwaZulu-Natal. Its mission was simple yet profound: to strengthen the teaching of reading in isiZulu at the foundation phase (Grades 1–3) through a blend of online learning, professional learning communities (PLCs), and strengthened school leadership

The stakes could not be higher. International assessments, such as PIRLS, have shown that nearly 78% of South African Grade 4 learners are unable to read for meaning in their home language. Without urgent intervention, this barrier risks entrenching inequality and curbing opportunity for millions of young learners. Against this backdrop, the EGRI pilot was rolled out across five districts—uMkhanyakude, Zululand, ILembe, uMzinyathi, and uThukela—reaching hundreds of schools and thousands of learners (Figure 1).

Measuring Impact & Mapping Change – Fieldwork Assessments Shaped the EGRI Evaluation

The Early Grade Reading Instruction (EGRI) evaluation was built on a quasi-experimental design that combined intervention and comparison schools across five KwaZulu-Natal districts. A cluster-based random sampling strategy was applied, selecting both intervention and control schools to ensure statistical validity while capturing diverse contexts of teaching and learning. At the learner level, the Early Grade Reading Assessment (EGRA) was administered to thousands of children in Grades 1-3 in sampled isiZulu schools, measuring skills such as letter recognition, word reading, oral fluency, and comprehension.

In this partnership, JET Education Services took the lead in the evaluation design, instrument development, analysis, and reporting. Their expertise in education research provided the conceptual framework for measuring teacher self-efficacy, leadership support, and professional development outcomes. GeoScope, meanwhile, was tasked with the operational backbone of the study – managing the large-scale fieldwork, including EGRA assessments and classroom observations, and ensuring rigorous quality control throughout the data collection process.  Together, JET and GeoScope combined methodological rigour with spatial insight to deliver an evaluation that measured programme outcomes. Mapping the distribution of learner performance and identifying geographic clusters of strengths and weaknesses is another area that GeoScope could also use its unique geospatial intelligence capabilities. The use of geospatial data could highlight where interventions could be targeted most effectively in the future.

Figure 1: Sampled districts and sampled intervention and control schools

Beyond the Numbers – What the EGRI Evaluation Tells Us About Reading in KZN

The evaluation, measured both learner outcomes and teacher development. The baseline and endline assessments offered sobering insights.

• Learner outcomes: At baseline, over two-thirds of Grade 2 learners could identify fewer than 10 letter sounds per minute, far below the benchmark of 40. Similarly, nearly 78% read fewer than 10 words per minute, with only 7.9% reaching the expected fluency of 20 words per minute. By the endline, while some gains were observed, overall improvements in reading fluency and comprehension were modest and not statistically significant.
• Teacher development: Teachers reported high engagement with the online learning modules, with 94% completing the first module and over three-quarters completing all modules. Importantly, PLC participation increased sharply—from 68.6% at baseline to 94.6% at endline—suggesting that peer support structures are gaining traction. Teacher self-efficacy improved slightly, especially in creating positive classroom environments, though knowledge gains in reading pedagogy were limited.
• School leadership: Perhaps the most striking progress was seen in leadership support. Between baseline and endline, the proportion of teachers reporting that principals and senior staff provided coaching, mentoring, and regular feedback more than doubled. Leadership involvement in PLCs and online professional development also increased significantly

Together, these findings underscore that while the road to literacy is long, strengthening the ecosystem around teachers – through peer learning and leadership support creates fertile ground for sustainable change.

Charting the Reading Journey – Fieldwork and Spatial Insights by GeoScope

While JET Education Services led the evaluation design and reporting, GeoScope brought unique strengths to the partnership, particularly in the fieldwork and geospatial dimensions.

GeoScope was responsible for designing and managing the large-scale baseline and endline fieldwork, which included the Early Grade Reading Assessments (EGRA) of more than 5,000 learners across intervention and comparison schools. Using its expertise in geospatial mapping, survey management, and quality control, GeoScope ensured that data collection met rigorous scientific standards.

Beyond fieldwork, GeoScope added a critical spatial analysis layer to the evaluation. By mapping fieldwork performance data geographically, the team was able to monitor performance, shedding light on how geography, infrastructure, and community factors intersect with fieldwork outcomes. Beyond fieldwork performance, spatial intelligence offers policymakers powerful insights for targeting interventions, optimising resources, and scaling up effective strategies.

From Insights to Impact – Charting the Next Steps in Reading Reform

The EGRI programme did not deliver transformative results overnight. Yet, it demonstrated what is possible when professional development for teachers is made more accessible, collaborative, and supported by strong leadership. It also highlighted the structural barriers that persist – limited digital access, time constraints, and the steep challenge of raising reading proficiency in the early years.

For GeoScope, the project showcased the value of combining traditional educational evaluation with geospatial intelligence. By embedding spatial analysis into the assessment of literacy outcomes, GeoScope can help shift the conversation from isolated classroom results to system-wide patterns that can inform future strategies.

As South Africa continues to grapple with the literacy crisis, the lessons from EGRI provide both a warning and a way forward. Without sustained investment and innovative models of teacher support, too many children will continue to leave the foundation phase unable to read for meaning. But with stronger collaboration, the right data, and evidence-driven decision-making, the country can begin to close the gap and unlock the full potential of its youngest learners.