TAQA takes its ‘Reading for Meaning’ programme to Gqeberha, with plans to grow.
It is always such a great thing to see young people coming together to solve a societal issue that should not be ignored. Young people are often known for being vocal about what needs to change, but there is something powerful about those who take the initiative to make a difference. TAQA is one such initiative, driven by a passion for planting a reading seed in primary school learners, giving children an opportunity to grow with stories, language and knowledge. We spoke to co-founder Qhawe Bula about the organisation’s journey, what its name represents and how communities can get involved.
Founded in 2018 by four University of Cape Town students, TAQA is an education technology start-up working to address illiteracy among South African foundation phase learners. Its name comes from the first letters of its founders’ names: Tsepang Khoboko, Akholiwe Fetsha, Qhawe Bula and Aphendulwe Ngqola.
For the founders, the journey began with conversations about education, language and accessibility during the Rhodes Must Fall and Fees Must Fall movements. They shared a belief that quality education should be accessible to all and began exploring how they could contribute to the change they wanted to see.
“After many such discussions, and research into the question of language in education, it was clear to us that one of the greatest barriers to positive educational experiences and outcomes for African children was language,” says Bula. That realisation became the foundation of TAQA’s work.
The organisation initially explored language translation technology, with the ambition of making the national school curriculum accessible in African languages. In late 2020, it shifted its focus to children's books, developing a digital library offering stories in all 11 official South African languages.
The need for this work is significant. According to TAQA, less than two per cent of commercially published children's books are available in African home languages. This limits opportunities for children to develop reading skills in the languages they know best and can also make it difficult for parents to read with their children at home.
TAQA is addressing this gap through technology and culturally relevant storytelling. Its library features audiovisual books, which the organization calls “Videobooks”. These combine storytelling with visual and audio elements, offering children another way to engage with books while making stories accessible through digital platforms.
TAQA takes its ‘Reading for Meaning’ programme to Gqeberha, with plans to grow.
For Bula and the team, however, the mission extends beyond literacy. “Stories shape the way that we view the world around us, as well as how we contextualize ourselves within it,” he explains.
By making African stories, languages and experiences more visible, TAQA hopes children will see their identities and cultures reflected in the material they read. The organization believes this representation can help nurture self-love and a stronger sense of belonging.
Recognizing that access to digital books alone would not be enough, TAQA established the TAQA Foundation in 2025 and introduced its Reading for Meaning programme. The eight-week initiative brings multilingual, after-school reading clinics into school communities, helping learners build reading confidence, comprehension and enjoyment through structured activities and volunteer support.
The programme uses a buddy system that encourages children to read in a supportive, low-pressure environment. It also includes a creative writing competition, giving learners an opportunity to move beyond consuming stories and begin creating their own.
The work is built on collaboration. TAQA has worked with the Department of Basic Education and organizations including Nal’ibali, VUSA Rugby & Learning Academy and Ubumbo. These partnerships have supported the development of its digital library, reading programme and advocacy efforts around mother-tongue-based bilingual education.
Bula believes that no single organization can resolve South Africa’s literacy challenges alone. Meaningful progress requires schools, government, businesses, non-profit organizations and communities to work together, particularly where language barriers and economic inequality intersect.
This collaborative approach has also brought TAQA to Gqeberha, a particularly meaningful destination for the team. Three of its four co-founders come from Komani in the Eastern Cape, making the programme’s arrival in the province a personal milestone.
The Reading for Meaning programme is being implemented at Bethvale Primary School in Bethelsdorp, where the team has worked with the school’s staff and community to bring learners closer to reading.
The intention is to leave something lasting behind. Learners, parents, schools and volunteers receive access to the digital library, while children also receive printed stories in their home languages. Community volunteers are trained to help sustain reading activities beyond the programme’s eight-week period.
For TAQA, success means children continuing to read long after the team has left, with parents and community members becoming active participants in their literacy journeys.
So, how can Gqeberha residents help? Bula identifies three practical ways to get involved. The first is volunteering as a reading facilitator, with a commitment of just two hours per week. The second is supporting programme activities through sponsorships, whether financial contributions or donations in kind. Businesses and individuals can assist with refreshments and other resources for learner events.
The third is perhaps the simplest place to begin, reading with children at home. Parents can access TAQA’s Videobooks through its website, www.taqa.africa, and SABC+.
Those interested in volunteering or supporting the initiative can contact TAQA co-founder and director Qhawe Bula through the organization’s official channels.
At its heart, the TAQA team is really showing everyone that addressing a societal challenge begins with recognizing a problem and choosing to act. By bringing stories closer to children, celebrating their languages and inviting communities to participate, the organization is working towards a future where reading is not a privilege reserved for a few, but an opportunity every child can grow with.
For more, visit: TAQA
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