Evaluation of the Early Grade Reading Programme II (EGRP II) Northern Cape, South Africa - Final Endline Case Study Report - 12 December 2025

Oct 19, 2026

Uploaded by Hazel

Evaluation of the Early Grade Reading Programme II (EGRP II) in Northern Cape, South Africa, systematically assesses intervention impact, fidelity, and sustainability from 2024 to 2025. The study examines effectiveness of external coaching, teacher training, and learning and teaching support materials in both Setswana home language and English First Additional Language, contrasting monograde and multigrade contexts. It investigates contextual factors, implementation deviations, use of national and learner assessment data, and post-intervention sustainability across school, district, and provincial systems.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages172

Reading Time7 h 13 min

AccessFree to download

Executive Summary

Background

Evaluation Objectives

Methodology

Acknowledgements

Acronyms and Abbreviations

Introduction

Background and Methodology

Methodology

Multigrade schools: a brief international and national literature review

Case Study Research Questions

Methodology

Limitations of Case Study

Outputs

Key Findings

Quality of teaching reading

Comparing multigrade and monograde contexts

Multigrade teachers’ reaction to dedicated training

Interpretation of EGRP Protocols and Processes

Programme Impact on Teachers and Classrooms

Use of Tablets and Technology in the Classroom

Written Work

School Management Commitment

Learner Responses

Coaching

Sustainable Practices

Concerns by Programme Participants

Conditions for Sustaining Elements of EGRP II

Conclusions

Annexures

Annexure 1: Monographs

Table of Contents Evaluation of the Early Grade Reading Programme II (EGRP II) Northern Cape, South Africa, 2024-2025 Final Endline Case Study Report Prepared by Social Impact Insights Africa Submitted to UNICEF 12 December 2025 1 Acknowledgements 4 Acronyms and Abbreviations 5 Executive Summary 6 1. Introduction 9 2. Background and Methodology 9 2.1. Methodology 10 3. Multigrade schools: a brief international and national literature review 11 4. Case Study Research Questions 13 5. Methodology 14 5.1. Limitations of Case Study 17 5.2. Outputs 17 6. Key Findings 18 6.1. Quality of teaching reading 18 6.2. Comparing multigrade and monograde contexts 20 6.3. Multigrade teachers’ reaction to dedicated training 20 6.4. Interpretation of EGRP Protocols and Processes 21 6.5. Programme Impact on Teachers and Classrooms 22 6.6. Use of Tablets and Technology in the Classroom 23 6.7. Written Work 24 6.8. School Management Commitment 25 6.9. Learner Responses 25 6.10. Coaching 27 6.11. Sustainable Practices 28 7. Concerns by Programme Participants 29 8. Conditions for Sustaining Elements of EGRP II 29 9. Conclusions 30 10. Annexures 33 Annexure 1 : Monographs 33 School A 33 School B 44 School D 56 School E 68 School G 77 School L 92 School M 104 School Q 115 School R 127 School U 139 School V 155 3 Acknowledgements This report was written by Martin Prew with support from Tara Polzer Ngwato, Lebogang Shilakoe and Tendayi Zhou of Social Impact Insights Africa. The case study researchers were Lebogang Shilakoe and Maggie Kgang. The authors appreciate the comments and support received from the Oxford University Press South Africa team ( Lydia Reid and Rudi Venter) and the Directorate of Research, Monitoring and Evaluation in the South African Department of Basic Education ( Kholosa Nonkenge and Stephen Taylor) , as well as the evaluation and project funders UNICEF (Andile Dube and Allister Pillay) and the Zenex Foundation ( Lauren Fok and Fatima Adam) . Acronyms and Abbreviations BMGF CAPS CPTD CWPM DBE DHEAEFALEGMAEGRA EGRS EGRP EGRP II PMT FB District FGD FPGGR HL IPA JTG District KII LTSMLWB M& EOUP SAPIRLSPILO PLC RC RCTSLPSBWSR SMT TaRL RSA TOC UNDPUNEG UNICEF Bill and Melinda Gates Foundation Curriculum and Assessment Policy Statement Continuous Professional Training and Development Correct Words per Minute Department of Basic Education Department Head Education Assistant English First Additional Language Early Grade Mathematics Assessment Early Grade Reading Assessment or Activity Early Grade Reading Study Early Grade Reading Programme EGRP II Project Management Team Francis Baard District Municipality Focus Group Discussion Foundation Phase Group Guided Reading (African) Home Language Interpretative Phenomenological Analysis John Taolo Gaetsewe District Municipality Key Informant Interview Learning and Teaching Support Material Learner Workbook Monitoring and Evaluation Oxford University Press South Africa Progress in International Reading Literacy Study Programme to Improve Learning Outcomes Professional Learning Community Reading Champion Randomised Control Trial Structured Learning Programme School-Based Workshops Shared Reading School Management Team Teaching at the Right Level Republic of South Africa Theory of Change United Nations Development Programme United Nations Evaluation Group United Nations Children's Fund Executive Summary Background The evaluation of the Early Grade Reading Programme II ( EGRP II) in the Northern Cape, South Africa, aims to systematically assess the intervention's impact, fidelity, and sustainability from 2024 to 2025. The EGRP II initiative is part of a series of interventionsand evaluations led by the Department of Basic Education in response to the urgent need for improved literacy outcomes in South Africa, particularly among foundation phase learne

FAQs

What does the EGRP II evaluation focus on in Northern Cape from 2024 to 2025?

It assesses the programme’s impact, implementation fidelity, and sustainability over the 2024–2025 period.

Which components of EGRP II are evaluated for reading outcomes?

External coaching, teacher training, and provision of learning and teaching support materials are evaluated for their effects on learners’ reading outcomes.

How does the study compare monograde and multigrade classroom contexts?

The evaluation compares outcomes and examines contextual factors that may support or hinder effectiveness in multigrade classrooms versus monograde classrooms, including how teachers react to dedicated training.

Oct 19, 2026

Uploaded by Hazel