More conversation with Lindiwe

My attempts to communicate with my new friend in South Africa are strained, even though she knows English. Some of my questions are not understood, and answers I have received are very vague.
I understand she teaches grade R (for reception), which is similar to pre-K in the United States. It is available to everyone but not mandatory to attend, and most children transition to full time school settings straight from home. The children who do attend grade R typically perform better in their primary grades than children who come straight from home.
The teachers in her school have been told that kindergarten readiness testing will be in place in the near future. Some teachers are so worried that they make the children repeat over and over what they are needed to know for the test. She said school is no fun anymore. Playtime was limited anyway because it is so hot, and they have no money for outdoor equipment or shaded coverings. Indoor play becomes too wild, so it is mostly eliminated.
The children who go to school straight from home score low on the tests, but are required to begin school anyway. Many are orphans living with relatives, so they start behind and get no help along the way. Feeling defeated early on, they often quit school and work low paying jobs. Because they are poorly educated, when they start their families the children are already behind. It is a cycle that is difficult to break.

This was the extent of the information I received from Lindiwe. I could not get her to give me her view or opinion on any of this. I did some research for some additional information on the state of Early Childhood in South Africa, and found: Although Grade R is available to everyone, currently 64% of children attend. In 1995, South Africa signed the Conventions of the Rights of a Child, pregnant women and children from birth to six receive free health care, and the government provides grants-in-aid for anyone to attend Grade R(Atmore, 2013) The situation for children in South Africa is improving since Apartheid, but slowly.

Reference:

Atmore, E. (2013). Early childhood development in South Africa – progress since the end of apartheid. International Journal Of Early Years Education, 21(2/3), 152-162. doi:10.1080/09669760.2013.832941