VRYBURG LEARNERS ACHIEVE LITERACY MILESTONES THROUGH SOLAR-FUNDED READING PROGRAMME. Over the past three years, a dedicated literacy programme has been making a measurable difference in the Vryburg area, with Grade 3 learners across three local primary schools showing significant gains in reading confidence. Many are now able to sound out letters and read simple words independently, clear signs of meaningful progress. Importantly, teachers report that learners are also demonstrating a stronger understanding of texts and an improved ability to answer comprehension questions with growing confidence.

The programme, funded by Waterloo Solar in partnership with the READ Foundation, was developed to enhance literacy skills among Grade 3 and 4 learners by bridging early gaps. Through carefully structured activities, learners are guided to expand their vocabulary, strengthen comprehension, and develop written language skills.

Now in its third year, the initiative has evolved into a fully integrated, school-day intervention, aligned with classroom schedules to improve both learner safety and educational continuity. In addition to improving literacy outcomes for learners, the programme offers professional development for local youth employed as learner assistants.

These individuals receive structured training in pedagogy and digital literacy, gaining practical classroom experience and mentorship. Several have gone on to secure permanent employment or pursue further studies in teaching, contributing to a growing pool of committed, community-based educators.

Teachers, too, have benefited from the programme’s impact, with Ms. Mogorwe, Department Head in the Foundation Phase at Moeti Primary School, noting, “Having a reading assistant year after year has transformed the learning environment. Continuity has significantly improved learner confidence, reading fluency, and comprehension. It also allows teachers to provide more individualised support.”

Following a thorough selection process that included advertising, interviews, and performance-based evaluations, eight learner assistants were selected earlier this year, based on their qualifications and ability to contribute meaningfully to literacy development. These assistants have been placed at Retlaadira Primary School, Moeti Primary School, and Colinda Primary School for a 10-month period to implement targeted literacy interventions using specialised teaching methodologies, including Phonics and Shared Reading. Their training will cover a range of essential skills, such as Group Guided Reading, Digital Literacy, Writing Frames, and Comprehension Strategies.

Kano Modisapudi, Learner Assistant from Retlaadira Primary School, has reported on the value of the experience, explaining, “Working as a reading assistant has been a rewarding experience. Supporting learners who struggle with reading English has shown me how powerful encouragement and patience can be. I’ve learned to adapt my approach to meet each learner’s unique needs, using strategies like guided reading and breaking down difficult words. It was inspiring to see leaners grow more confident and engaged overtime. This project has deepened my understanding of how literacy support can build not just reading skills, but also self-esteem and love for reading. It has also reinforced my commitment to promoting inclusive education and the value of meeting learners where they are, with patience, respect, and encouragement.”