Die prestasies van Suid-Afrikaanse leerders in internasionaal vergelykende studies bly
voortdurend swak, wat vrae laat ontstaan oor die kwaliteit van onderwys wat aan Suid-
Afrikaanse kinders gebied word in die verskillende grade en fases van formele skoolonderrig.
Ernstige kommer oor leerders se swak prestasies oorheers navorsing en opvoedkundige
debatte in Suid-Afrika. Ondanks goeie oogmerke, soos die hersiening van beleid en leerplanne,
en die fokus op implementering, deur middel van kurrikulêre voorsiening en ondersteuning
aan onderwysers, bly die verwesentliking in terme van leerders se prestasie teleurstellend
swak. Hierdie studie ondersoek data verkry uit die preProgress in International Reading
Literacy Study (prePIRLS) van 2011. Die prestasie van Suid-Afrikaanse Graad 4-leerders is
op ’n punt van 461 bereken, wat beduidend laer is as die internasionale gemiddeld van 500
(SE = 3.7). Resultate van die prePIRLS 2011-studie word gebruik as bewys van die bereiking
van kurrikulêre doelwitte op die Graad 4-vlak, oor die spektrum van 11 Suid-Afrikaanse
landstale. Norme of maatstawwe, soos afgelei uit die resultate, word verder ondersoek om
moontlike verbeteringe aan te wys in die implementering van leerplanne in die klaskamer.
Gevolgtrekkings sluit voorstelle in oor hoe onderwyspraktyk voordeel kan trek uit die
bevindings van internasionaal vergelykende studies.
South African learner performance in international comparative studies
remains persistently poor, resulting in questions about the quality of education offered to
South African children across grades and phases of formal schooling. In South Africa, grave
concerns with regard to low levels of learner achievement pervade research initiatives and
educational debates. Despite good intentions (such as policy and curricular reforms) and focus
on implementation (such as curriculum provision and teacher support), attainment (in the form
of learner achievement) remain disappointingly low. This study draws on the preProgress in
International Reading Literacy Study (prePIRLS) 2011 data, which places South African Grade
4 learners’ results at 461, which is substantially below the international centre point of 500 (SE
= 3.7). Results from the prePIRLS 2011 study are used as evidence of curricular attainment that
has taken place at Grade 4 level across a spectrum of 11 languages in South Africa. Benchmark
results are further interrogated to provide evidence for possible improvement of curricular
implementation at classroom level. Concluding remarks include reflections of how teacher
practice can benefit from evidence provided by international comparative studies.
