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Introduction 9  \n2. Background and Methodology 9  \n2.1. Methodology 10  \n3. Multigrade schools: a brief international and national literature review 11  \n4. Case Study Research Questions 13  \n5. Methodology 14  \n5.1. Limitations of Case Study 17  \n5.2. Outputs 17  \n6. Key Findings 18  \n6.1. Quality of teaching reading 18  \n6.2. Comparing multigrade and monograde contexts 20  \n6.3. Multigrade teachers’ reaction to dedicated training 20  \n6.4. Interpretation of EGRP Protocols and Processes 21  \n6.5. Programme Impact on Teachers and Classrooms 22  \n6.6. Use of Tablets and Technology in the Classroom 23  \n6.7. Written Work 24  \n6.8. School Management Commitment 25  \n6.9. Learner Responses 25  \n6.10. Coaching 27  \n6.11. Sustainable Practices 28  \n7. Concerns by Programme Participants 29  \n8. Conditions for Sustaining Elements of EGRP II 29  \n9. Conclusions 30  \n10. Annexures 33  \nAnnexure 1 : Monographs 33  \nSchool A 33  \nSchool B 44  \nSchool D 56  \nSchool E 68  \nSchool G 77  \nSchool L 92  \nSchool M 104  \nSchool Q 115  \nSchool R 127  \nSchool U 139  \nSchool V 155  \n3  \nAcknowledgements  \nThis 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) .  \nAcronyms and Abbreviations  \nBMGF CAPS CPTD CWPM DBE DHEAEFALEGMAEGRA EGRS EGRP  \nEGRP II PMT FB District FGD  \nFPGGR HL IPA  \nJTG District KII  \nLTSMLWB M& EOUP SAPIRLSPILO PLC RC RCTSLPSBWSR SMT TaRL RSA TOC UNDPUNEG UNICEF  \nBill and Melinda Gates Foundation  \nCurriculum and Assessment Policy Statement Continuous Professional Training and Development Correct Words per Minute  \nDepartment of Basic Education  \nDepartment Head Education Assistant  \nEnglish First Additional Language  \nEarly Grade Mathematics Assessment Early Grade Reading Assessment or Activity Early Grade Reading Study  \nEarly Grade Reading Programme EGRP II Project Management Team Francis Baard District Municipality Focus Group Discussion Foundation Phase  \nGroup Guided Reading  \n(African) Home Language Interpretative Phenomenological Analysis John Taolo Gaetsewe District Municipality Key Informant Interview  \nLearning and Teaching Support Material Learner Workbook  \nMonitoring and Evaluation  \nOxford University Press South Africa Progress in International Reading Literacy Study Programme to Improve Learning Outcomes  \nProfessional Learning Community Reading Champion Randomised Control Trial Structured Learning Programme School-Based Workshops Shared Reading  \nSchool Management Team Teaching at the Right Level Republic of South Africa Theory of Change  \nUnited Nations Development Programme  \nUnited Nations Evaluation Group  \nUnited Nations Children's Fund  \nExecutive Summary  \nBackground  \nThe 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","cbCainafxlNd3xqZ","https://ap.wps.com/l/cbCainafxlNd3xqZ","pdf",3027151,172,"English","# Executive Summary\n## Background\n## Evaluation Objectives\n## Methodology\n# Acknowledgements\n# Acronyms and Abbreviations\n# Introduction\n# Background and Methodology\n## Methodology\n# Multigrade schools: a brief international and national literature review\n# Case Study Research Questions\n# Methodology\n## Limitations of Case Study\n## Outputs\n# Key Findings\n## Quality of teaching reading\n## Comparing multigrade and monograde contexts\n## Multigrade teachers’ reaction to dedicated training\n## Interpretation of EGRP Protocols and Processes\n## Programme Impact on Teachers and Classrooms\n## Use of Tablets and Technology in the Classroom\n## Written Work\n## School Management Commitment\n## Learner Responses\n## Coaching\n## Sustainable Practices\n# Concerns by Programme Participants\n# Conditions for Sustaining Elements of EGRP II\n# Conclusions\n# Annexures\n## Annexure 1: Monographs","[{\"question\":\"What does the EGRP II evaluation focus on in Northern Cape from 2024 to 2025?\",\"answer\":\"It assesses the programme’s impact, implementation fidelity, and sustainability over the 2024–2025 period.\"},{\"question\":\"Which components of EGRP II are evaluated for reading outcomes?\",\"answer\":\"External coaching, teacher training, and provision of learning and teaching support materials are evaluated for their effects on learners’ reading outcomes.\"},{\"question\":\"How does the study compare monograde and multigrade classroom contexts?\",\"answer\":\"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.\"}]","Evaluation of the Early Grade Reading Programme II (EGRP II) Northern Cape, South Africa - Final Endline Case Study Report - 12 December 2025 | PDF",1792378764,433]