SA schools shouldn’t wait to start teaching kids coding — here’s why

During his State of the Nation Address in February 2020, President Cyril Ramaphosa mentioned the roll-out of coding and robotics in primary schools. The final curriculums for foundation, intermediate and senior phases were finally gazetted earlier in 2024.

The original plan announced then was to roll out the foundation phase in 2025, with other grades from 2026 onwards. Most people do not think there will be any official roll-out next year.

I am concerned that some schools have adopted a wait-and-see approach to the curriculum roll-out. While they may have valid reasons for this stance, I believe proactive preparation would be more effective.

My personal interest and experience in this topic began in 2017, when we started the Tangible Africa movement. Using unplugged and tangible coding, we set out to introduce pupils to coding concepts without the need for computer labs, electricity, internet or any previous coding experience.  

Since 2022, Tangible Africa has partnered with the South African Democratic Teachers Union, the South African Teachers’ Union and the National Teachers’ Union as part of the Department of Basic Education’s Teacher Union Collaboration project, aimed at preparing teachers for the curriculums.

By the end of 2024 we will have contributed to the training of more than 40,000 teachers in unplugged and tangible coding.

Whether or not the curriculum is rolled out in 2025, why should schools get started?

First, I want to acknowledge the challenges schools face. The most obvious is the lack of computer equipment. Literally thousands of schools in South Africa do not have computer laboratories.

Most of our teachers have no training or experience in coding, with any mention of “coding and robotics” evoking uncertainty and fear. Big classes, talk of budget cuts, and school management who have not really taken ownership explain why some schools decide to do nothing.

However, I still strongly encourage teachers and schools to empower themselves by exploring ways to introduce coding and robotics to their pupils as soon as possible.

Read more: Puzzle game provides missing piece in teaching children computer code

Kelly Bush from Hudson Park Primary School in East London says: “In reality, coding is dynamic, engaging and even fun! It’s about playing games, doing activities, having discussions and tackling problems. It encourages learners to explore different problem-solving approaches.”

She touches on one of the fundamental truths in 21st-century education – the work environment of the future will have an increasing focus on soft skills such as problem-solving, group work, communication, innovation and creativity.

Bronwen Johnson from Summerwood Primary School in Gqeberha agrees that coding enhances these skills, while equipping pupils to approach real-world challenges more effectively.

We live in an age where tools such as ChatGPT are huge disruptors. Simply knowing how to code is no longer a superpower. Those who know how to code (and use ChatGPT) and also have advanced problem-solving and analytical skills are the superstars of the future.

While there is no implemented curriculum to follow, this is the ideal time to remove fears. Nellie van Tonder from Port Shepstone High School in KwaZulu-­Natal says: “So, before there are marks and promotions at stake for our learners, implementing coding and robotics can help educators and learners to start with the transition into this new, unknown territory.”

Tilana Fourie from Voorpos Primary School in East London agrees: “By taking the lead and testing the water, hiccups and barriers can be identified and addressed.”

When effective training on the correct content is provided, I can confidently say that teachers feel empowered to take ownership and are more prepared to begin implementing new initiatives. Many teachers who I trained up to three years ago are still active in various coding projects.

Read more: Teachers stand to lose posts as SA’s provincial education departments face budget shortfall of billions of rands

Krish Govender, a retired principal in Durban, has, since that training, empowered 1,500 teachers from 350 schools to run unplugged coding activities. Most of these schools are underresourced, often with no computer laboratories.

Vikesh Jaimungal from Evergreen Primary School in Chatsworth reports that, although resources are a challenge, the school has already implemented coding and robotics on its timetable.

“Starting early prepares educators and gives them the tools needed for accepting, firstly, and secondly proceeding to continue with the inevitable,” he says.

Nomusa Keninda, founder of the Mpumalanga ICT Club, highlights the value that coding has for pupils. “Excitement is what all kids experience when you talk about coding and digital technologies.”

Janine Olivier, who is enrolled for PhD study investigating the impact that unplugged coding has in mathematics, has found that pupils in her maths class often improved their marks after being introduced to coding games.

This concept of strengthening other subjects is a golden thread. Lusanda Maqungo from Tsomo in the Eastern Cape sees coding being used effectively in maths, English and science.

A valid question from a teacher would be: “Where do I start?” For me, the best place to start is not in a computer laboratory or on a laptop. I strongly recommend interactive, fun, low-cost activities with a “low barrier to entry” for the teacher. This must take place simultaneously with activities that enhance problem-solving. There are various coding and problem-solving tools that can help with this.

I have high regard for the people who worked on all three curriculums, and I believe there is more than enough material that can be effectively implemented unofficially, even if you have had no training.

This quote from a teacher summarises it well: “Getting ahead in coding doesn’t have to be overwhelming – it’s about small, consistent steps towards integrating these skills into your classroom and preparing your learners for the future.”

We owe it to our children. DM

This story first appeared in our weekly Daily Maverick 168 newspaper, which is available countrywide for R35.