Some stumbled, others excelled, but every child who stepped onto the stage demonstrated something that education stakeholders in Kole District have been working hard to cultivate — a willingness to read, learn and express themselves.
The occasion was the second Kole Spelling Bee, Poetry and Public Speech Competition, an initiative that brought together learners from ten schools across the district.
While the event was designed as a competition, its significance goes beyond identifying the best spellers or most eloquent speakers.
For education officials, literacy advocates and teachers, the competition represents a growing effort to address one of Kole District’s most persistent challenges — low literacy levels among learners in rural schools.
According to district education officials, literacy levels in Kole currently stand at 54 percent.
Although this reflects progress compared to previous years, it means nearly half of learners still struggle with essential reading, writing and comprehension skills.
For many communities, literacy is not only an education concern but also a development issue that affects employment opportunities, access to information, civic participation and long-term economic prospects.
“Looking at our literacy levels, we still have a lot of work to do. Our children can read and write, but we need to strengthen those skills further to ensure they become confident and competent learners,” said Nora Auma, the Senior Education Officer for Kole District.
Auma said literacy competitions provide an important opportunity to assess both learners and teachers. By observing how pupils perform in spelling, reading and communication activities, educators can identify areas that require improvement.
“This competition serves as a kind of benchmark. When teachers return to their schools, they can identify where learners are struggling and develop strategies to support them better,” she explained.
Absenteeism affecting literacy progress
In Kole, authorities say one of the biggest barriers to literacy development is absenteeism.
Although school enrolment figures are often encouraging at the beginning of each term, attendance tends to fluctuate throughout the year.
Auma said during planting and weeding seasons, many children are withdrawn from school to support their families in gardens, while others miss classes on market days or remain at home due to domestic responsibilities.
“The curriculum is designed for learners to be in school every day. When a child attends for three days and misses two, they lose important lessons. Those gaps accumulate over time and eventually affect literacy and academic performance,” Auma said.
She added that poverty in some households also contributes to the challenge, with parents struggling to provide basic scholastic materials such as books, pens and pencils.
Building a culture of reading
Despite these challenges, literacy organisations say meaningful progress is possible when learners are given opportunities to engage with reading through creative and enjoyable activities.
For Brenda Okello, Team Leader of Meraki Action Initiative, the goal is not only to improve examination performance but also to create a lasting culture of reading.
“We want children to become curious. We want them to read because they enjoy it, not only because they have an exam to pass,” Okello said.
Meraki Action Initiative, together with partners including Enjuba Uganda, has been working with schools to strengthen libraries, provide reading materials and create platforms where learners can showcase their literacy skills.
Okello said learners who participated in earlier competitions often struggled with comprehension and lacked confidence when speaking before audiences.
However, she noted that this year’s participants demonstrated improved vocabulary, better understanding of words and greater confidence on stage.
“We are seeing a completely different story. Children are performing much better and showing a deeper understanding of what they are reading,” she said.
Competitions helping bridge rural education gaps
For literacy advocates, the transformation highlights the value of experiential learning.
William Mukisa, Chief Literacy Officer at Enjuba Uganda, said spelling bees and related activities play an important role in addressing Uganda’s wider literacy challenges.
He explained that such competitions encourage children to interact with books beyond the classroom.
“These competitions may appear simple, but they have a profound impact. In preparation, learners read more, discover new words, improve comprehension, and develop confidence. Those are skills that influence every aspect of their education,” Mukisa said.
However, he noted that improving literacy requires more than competitions, adding that access to books remains a major challenge, particularly in rural communities where libraries are scarce and reading materials are limited.
“The first step in solving illiteracy is ensuring access to books. Children need storybooks, readers and materials that encourage them to read for pleasure. The more they read, the more interested they become in learning,” he said.
Education experts have long argued that reading culture develops through regular exposure to books. Children who read frequently tend to have stronger vocabulary, better comprehension skills and improved academic performance.
Confidence beyond the classroom
For many rural learners, opportunities to speak before large audiences are limited. Public speaking competitions challenge them to organise their thoughts, articulate ideas clearly and communicate effectively.
According to Dr. Andrew Ojulong, Librarian at Lira University and Executive Chairman of the Consortium of Uganda University Libraries, these experiences provide lifelong benefits.
“When children participate in spelling, poetry and public speaking competitions, they develop confidence and critical thinking abilities. These are skills that remain valuable throughout their educational journey and professional lives,” Ojulong said.
He believes such initiatives are helping reduce the gap between rural and urban learners by exposing children to opportunities that were previously concentrated in better-resourced schools.
Ojulong said many successful professionals in Uganda emerged from rural schools despite studying under difficult conditions, and providing today’s learners with better resources and platforms can help nurture future leaders, innovators and entrepreneurs.
“I see greatness in these children. I see their potential being unlocked,” he said.