Breaking the norm: conducting a needs analysis for a literacy intervention strategy, Capricorn district

Abstract

The ability to read and write is an indispensable skill in fostering a fertile foundation for learning in primary schools. An education system with a weak implementation plan or policy on literacy development is doomed for failure. The purpose of this study was to conduct a needs analysis in terms of the policies, teachers’ knowledge, and practices in the teaching of reading and writing in the Foundation Phase. The population for this study is four sampled primary school educators from Molepo, Mothiba, Mogodumo, Westernburg, and Mothapo circuits where educators in grade R, wherein one from each of the schools was purposefully sampled to participate in the study. The total number of participants in the study is four. The study adopted an explorative participatory qualitative method to get an in-depth understanding of the needs in each school, where participants were interviewed. The study is underpinned by the social intervention theory and modelled by the discrepancy model of needs analysis.