Education officials have issued a firm clarification on improved literacy levels, stressing that the gains apply only to a sample of early-grade students and not the full primary school population.
Below is the full statement:
The Ministry of Education Transformation seeks to bring clarity and context to the data presented by Dr Ramona Archer-Bradshaw in relation to improved literacy outcomes among a sample of students. The Ministry wants to make it clear that the data refers to results from the sample group of Infants’ A and Infants’ B students, and not across the Primary level, as has been reported. It is important that this distinction is made, otherwise it grossly inflates national results.
Over the past two (2) years, the Ministry of Education Transformation implemented targeted interventions under the National Literacy Programme. The primary aim was to boost reading proficiency so that children could competently read at their level. Chief Education Officer, Dr Ramona Archer-Bradshaw made the following comment on the occasion of the “Make a Book” project event:
“…assessments show measurable progress, with the percentage of students reading at the primer level increasing from 23 percent to 41 percent, and a new cohort of students now reading at the Infants’ B level.”
In this instance, primer’ refers to the introductory textbook being used as a reading tool. This is not to be confused or interchanged with ‘primary’, which is the age level of a student.
Pre-Primer level (Reception) is illustrated by simple words, repetitive patterns, large font, pictures and short sentences. Primer level (Infants’ A) is illustrated by slightly longer sentences, varied vocabulary, more sight words and short stories.
The literacy programme, which was launched in 2024, has touched 82 schools, and over 6400 students. The data highlighted in the Chief Education Officer’s quote is based on a sample size of 2600 Infants A and Infants B students and does not represent all levels at schools, nor literacy rates at the national level.
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