Cheers, applause and proud smiles filled the air as pupils from across Tarkwa-Nsuaem and Prestea Huni-Valley gathered for a thrilling quiz competition to mark the climax of a three year literacy intervention under the Reading Ghana Project.
For many of the children, the event was more than just a competition it was a celebration of newfound confidence, improved reading skills, and a growing love for books.
The initiative, implemented by Reading Ghana in partnership with Gold Fields Ghana Foundation, CODE Canada, Olinga Foundation for Human Development, and the Ghana Education Service (GES), seeks to reverse declining literacy levels among basic school pupils by promoting a strong reading culture and improving comprehension and fluency.
The need for such an intervention remains urgent. Data from the GES shows that between 54.5 per cent and 92.5 per cent of pupils score zero in oral reading assessments, while nearly 80 per cent fail to acquire basic literacy and numeracy skills by the end of primary school. Against this backdrop, the Reading Ghana Project is steadily changing the narrative.
Projects Manager at Gold Fields Ghana Foundation, Mrs. Sandra Deladem Woanyah, said the programme has so far impacted over 13,000 learners, equipping them with improved reading abilities and boosting classroom instruction.
“The goal is not just to help children read words, but to understand them and apply what they learn,” she explained.
According to her, the project goes beyond distributing books by focusing on strengthening teaching methods.
Teachers are trained through structured programmes, continuous coaching and classroom mentoring to adopt practical, learner-centred approaches that make reading lessons more effective and engaging.
As part of the intervention, more than 40,000 supplementary readers have been distributed to 37 beneficiary schools, exposing pupils to diverse and stimulating content. In addition, over 74 reading clubs have been established, providing safe spaces where pupils can practice reading, share stories and build confidence among their peers.
Mrs. Woanyah also revealed that the Gold Fields Ghana Foundation has invested about $10.8 million in education initiatives—excluding infrastructure—demonstrating its long-term commitment to improving learning outcomes in its host communities.
Municipal Director of Education for Tarkwa- Nsuaem, Madam Catherine Biney, underscored the importance of comprehension in reading.
“Reading is a skill, and when you read, you should understand,” she said, stressing that the intervention complements ongoing efforts to ensure every child acquires essential literacy skills.
Programme Manager for Reading Ghana in the Western Region, Mr. Philip Blebo, noted a visible shift in pupils’ attitudes.
“Children are beginning to see reading not as a chore, but as a tool for discovery, confidence-building and self-expression,” he said.
He added that each finalist in the competition represented many other learners who have benefited from the programme, thanks to the support of teachers, families and communities.
At the school level, the impact is equally evident. Headteacher of Abosso Methodist Basic School, Mr. Simon Jude, praised the initiative for improving both pupil confidence and teaching quality.
The quiz competition itself brought together several schools, including Nana Amoakwa Model School (NAMS), Bompieso M/A Basic, Aboso R/C, New Atuabo Community Basic, Goldfields Basic School, Richard Graeme Basic, Aboso Methodist Primary, and Amoanda M/A Basic School.
At the end of the keenly contested event, Nana Amoakwa Model School (NAMS) emerged winner in the Lower Primary category, while Goldfields Basic School took top honours in the Upper Primary division.
As the curtains fall on the three-year project, the excitement and determination seen among the pupils suggest that its impact will endure—one page, one story, and one confident reader at a time
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