Stories of the Nurtured
Stories of
the Nurtured
Read to Learn Stories
Impact Story from a Literacy Champion
Before joining the Literacy Champions Fellowship, Lule Joshua Edward describes himself as a lonely person, unsure of where he belonged. That changed when he became part of a community of young people committed to learning, leadership, and service.
Through the fellowship, Joshua connected with peers with whom he shared ideas and perspectives about the world. These interactions expanded his worldview and strengthened his confidence in engaging with others. Over time, he experienced clear self-improvement in reading, teaching young children, and professional debating, skills that shaped him both academically and socially.
Joining the fellowship in 2024 was not easy. At the time, Joshua was in Senior Four (S.4) and had to balance exam revision with fellowship sessions and team meetings. The experience was confusing and demanding, but it also taught him discipline, teamwork, and resilience.
One of the most transformative experiences for Joshua was Literacy on Wheels. Together with fellow Literacy Champions, he used bicycles to travel within the community, visiting friends and peers to associate, study, and discuss better learning and debate techniques. These experiences helped him grow more confident in associating with others and collaborating effectively.
Teaching children in his community became a powerful lesson in itself. Through this work, Joshua learned that learning is a good thing-one that enables young people to discuss ideas, grow in confidence, and shape their dreams.
Today, Joshua reflects on the journey with pride. He is happier, more confident, and optimistic about his future. The Literacy Champions Fellowship has not only built his skills but also expanded his network and opened doors to new possibilities.
“I now see a better future for myself because of the fellowship.”
Joshua’s story highlights the power of youth-centered programs in nurturing confidence, connection, and leadership-especially for young people balancing education with personal growth.
Impact Story from a Literacy Champion
Nabukalu Petra Ruth joined the Literacy Champions Fellowship while in Senior Four (S.4), driven by her deep love for children and a desire to create a meaningful impact in her community. During the school holidays, she actively connected with children in her community-many of whom are her friends-spending time learning, reading, and engaging with them.
Her motivation to join the fellowship was shaped by a clear community need. Petra observed that many children in her area are not well supported by their parents due to financial challenges, limiting their access to learning resources. She joined the fellowship with a clear purpose: to support children in literacy and help bridge this gap.
Through the Literacy Champions Fellowship, Petra experienced significant personal growth. She gained confidence and learned how to approach families in her community respectfully and effectively. This confidence translated into action. Recently, Petra delivered books to a family in her community and confidently explained the purpose and content of the books. One parent invited her to read one of the books together with their child-a moment that deeply affirmed her ability to engage meaningfully with both children and adults.
This experience strengthened Petra’s self-belief and confirmed that she can interact openly and positively with people in her community, using literacy as a bridge for trust and connection.
Beyond graduation, Petra has a clear vision for sustained impact. She plans to start a crocheting project to support children and young people who are unable to receive adequate parental support or continue to higher levels of education. As a Literacy Champion who has gained leadership skills, she aims to transfer these skills to others by training them in crocheting and entrepreneurship.
Her planned project will focus on producing crocheted items such as scarves, head socks, phone covers, bags, and tops. Petra is skilled in crocheting and intends to champion this initiative as a pathway to skill-building, income generation, and empowerment within her community.
Petra’s story reflects the power of youth-led programs in building confidence, strengthening community relationships, and equipping young people to design sustainable, locally driven solutions that extend far beyond literacy.
Impact Story from a Literacy Champion
Akello Mary, from Amuno Rural Hub, recalls one moment with a child that clearly reflects the impact of the Literacy Champions Fellowship on both learners and mentors.
On a child’s first day at the hub, the learner-then in Primary Three-confidently said she could read and construct sentences. However, when asked to identify letters and colours, she struggled and could not do so. The mentor suggested isolating the child for individual coaching, believing she needed focused support.
Although the child initially struggled, she believed in herself. With time, she approached Mary and said, “Mary, I think you can help me. Considering all the people I have interacted with, I am more free with you.” Mary accepted this responsibility wholeheartedly.
At Amuno Rural Hub, children gather at the hub after teaching sessions, which gives Mary the opportunity to work one-on-one with the learner. She committed herself to passing by the organisation regularly after classes to support the child. They began with letter identification, gradually building skills step by step.
Through patience, trust, and consistent coaching, the child made remarkable progress-eventually becoming number two in class. This achievement brought great joy not only to Mary, but also to the child’s mother, affirming the value of individualized attention and supportive mentorship.
As an alumnus of the Literacy Champions Fellowship, Mary credits the program for equipping her with essential skills in debating and writing. Before the fellowship, she lacked confidence and could not stand before even one person. Through debating, she learned how to compose herself, speak authentically, reason clearly, and build confidence.
Writing also became a transformative skill. What once felt discouraging turned into a major milestone when the Read To Learn Foundation offered Mary the opportunity to publish her book-an achievement she describes with pride and happiness.
Looking ahead, Mary plans to return to her community to spread the impact further by initiating a debating and writing club, where she will serve as the head and mentor other young people.
As an alumnus, Mary continues to actively support Amuno Rural Hub, which currently operates in 4 out of 84 villages. Her ongoing contributions include:
- Setting up teaching stationery
- Conducting Literacy on Wheels
- Supporting skilling in innovation and saving
- Mentoring children in debating
- Supporting literacy activities across communities
Mary’s journey reflects the power of sustained mentorship, youth leadership, and alumni engagement in transforming literacy outcomes and building confident, capable community leaders.
Impact Story from an alumnus- Literacy Champion
Ariko George, an alumnus of the Literacy Champions Fellowship, joined the program in 2024 and completed a three-month fellowship focused on community-based literacy support.
During his fellowship, Ariko encountered a particularly challenging and impactful case: a 13-year-old boy in Primary Three, the oldest learner in his class, who could not read, recognize or identify letters and sounds, nor write. This gap placed the child at high risk of long-term educational exclusion.
To respond effectively, Ariko reorganized learners into smaller groups based on ability. Due to the severity of the learning gap, the boy became the only child in his group, allowing for focused, individualized instruction. Ariko identified phonics as the foundation the learner was missing and began teaching him by first helping him understand letter sounds and their connections to words.
Through consistent, patient coaching and a phonics-based approach, the learner made remarkable progress. Within a few months, the child was able to:
- Write his own name
- Identify and produce correct letter sounds
- Read and sound out words accurately
This transformation demonstrated the effectiveness of targeted, learner-centered literacy interventions.
At the end of the three-month fellowship, Ariko participated in an interview with the Programme Manager at Amuno Rural Hub. In recognition of his commitment, skills, and impact, he was offered an opportunity to continue serving as a Book Mentor, extending his contribution beyond the fellowship period.
Ariko’s story reflects how youth mentors, when equipped with the right tools and support, can address deep learning gaps, restore learner confidence, and create pathways for sustained engagement in literacy development.
Success Story from a Book Mentor
My name is Catherine Bukosela, and my journey with Read to Learn Foundation has been one of growth, learning, and purpose.
Joining Read To Learn Foundation, I was working as a Librarian under Access Knowledge Africa. Books, children, and learning have always been at the center of my work, and I am eager to deepen my impact beyond the library space. When I joined the Book Mentors Program, I was still working as a librarian, but with a strong desire to grow professionally and contribute more meaningfully to literacy development in communities.
1.Please describe your experience during the Book Mentors training sessions and mentorship activities.
From the beginning, the Book Mentors Program challenged and inspired me. I went through several training sessions and mentorship activities, all designed to strengthen our skills in literacy promotion, community engagement, teamwork, and program implementation. I committed myself fully. I attended every training, participated actively in all activities, and consistently applied what I learned in practice. Through this process, I gained confidence, leadership skills, and a deeper understanding of how structured literacy interventions can transform children’s learning outcomes.
2. What did you learn from working alongside fellow book mentors?
One of the strongest values I developed through the program was teamwork. Working alongside fellow book mentors taught me collaboration, accountability, and shared responsibility. I always made it a priority to cooperate with both mentors and staff, which made our work smoother and more impactful. The supportive environment created by Read to Learn made it easy for me to grow and excel.
3. Which qualities or actions do you believe contributed most to earning this recognition and what did it mean to you to be recognized as the Best Book Mentor?
My dedication and performance did not go unnoticed. As a result of my commitment, strong work ethic, and demonstrated competence, I was recognized as the Best Book Mentor. This recognition was not only an honor, it also opened a life-changing opportunity for me.
4. Can you describe your current role as a Field Officer in Mukono District?
Following this achievement, I was offered a position with Read to Learn Foundation as a Field Officer in Mukono District. In this role, I am responsible for supervising, monitoring, and supporting project implementation across schools and communities. I ensure that activities are delivered as planned, collect accurate data, and submit detailed reports that reflect real progress and challenges on the ground. My background as a librarian and book mentor has been invaluable in helping me understand both the technical and community aspects of the work.
5. How do your reports and field results reflect real change in schools and communities?
Today, I am proud of the quality of work I deliver, as reflected in my reports and field results. More importantly, I am proud to be part of an organization that invests in people, builds capacity, and creates clear pathways from training to employment.
6. How does the Book Mentors Program go beyond literacy promotion to build professionals and leaders?
My journey is a clear example of how the Book Mentors Program does more than promote literacy; it builds professionals, leaders, and change agents. Through mentorship, structured training, and continuous support, Read to Learn Foundation has not only strengthened communities but also transformed my own career and life.
