She says the greatest learning losses are in the Foundation Phase. Schäfer says the absence of face-to-face contact teaching time has affected the youngest learners the most.
She says this is because they do not have the same self-discipline, maturity or structure that older learners would have to cope with rotating timetables and learning at home.“The WCED is studying these results and accompanying diagnostics with a focus on updating its learning recovery plans to address these losses. We already have a number of programmes in place to improve literacy and numeracy which we are looking at expanding.