“The right to decency and a
better life…”

Whitepaper on the importance of using technology to develop good visual, reading and comprehension skills in a post COVID education world

The Lectorsa-team

LECTORSA www.eyebraingym.com


“The right to decency and a better life…”

Table of Contents


“The right to decency and a better life…”

Executive Summary

Nelson Mandela said: “Overcoming poverty is not a gesture of charity. It is an act of justice. It is the protection of a fundamental human right, the right to dignity and a decent life…”

Lectorsa is a social impact business in Education working to improve outcomes for students in their chosen career choices while helping them to lead more productive and responsibleb lives. The outcomes of our systems are measurable and impact directly on the way individuals see, work with and remember visual information. Eyebraingym is positioned to become one of the solutions needed to redress gaps and
challenges in the education and training sectors of the future.

Neuroscience confirms that your brain is a self-organising creative system. Every skill and ability you have was constructed in a specific region or regions of your brain, as a
result of training and application. Learning is connecting neurons: developing neural pathways and enhancing neural networks. Neuroplasticity is the brain’s ability to reorganise itself by forming new neural connections throughout life. Connections within the brain are continually becoming stronger or weaker, depending on what we use. This is the ‘muscle-building’ part of the brain, the physical basis why repetition strengthens the power of choices and actions. Over time it becomes automatic.

The aim of Eyebraingym is to develop a coherent mind, to achieve improved interaction with visual information through better visual and cognitive skills. Find out how we achieve encouraging results with this online system.

Whitepaper on the importance of using technology to develop good visual, reading and comprehension skills in a post COVID education world


“The right to decency and a better life…”


More than 1,500,000,000 students in 195 countries have been adversely affected in the 2020 academic year during lockdown and social distancing measures due to the COVID-19 pandemic. Teaching and learning were under pressure before the pandemic, and various challenges within the education spectrum were exacerbated by the lockdown and other measures taken during this time.

“By 2030 800 million children will have dropped out of school, or graduated their studies without the skills needed for a decent job”

Ten Steps to Equity in Education

This paper will take a look at data predating the COVID-19 impact as well as, ways to mitigate gaps and failures that
were caused or widened by the COVID-19 lockdown and its implications for education and training. Tailored support
and development are needed to enable the delivery of learning at higher levels than before. We will take a look at practical solutions for teachers to support and develop students for personal excellence in learning

Background to the challenge

According to UNESCO data,i 91.3% of the total enrolled learners worldwide have been adversely impacted in some way or another during the COVID-19 pandemic. Even though governments, teachers, parents, and students have done their utmost best to achieve some kind of learning with the technology, support, and materials at their disposal, the possibility of advancing education during this time, or even meeting the same levels as before the pandemic seems unlikely. 

Before the pandemic, it was predicted that over three-quarters of a billion young people in low- and middle-income countries will not be on track to acquire necessary secondary-level skills by 2030. If we do not see a rapid improvement in the quality of education, in low-income countries, only one out of 10 will be on track. Without urgent change, more than 

1.5 billion adults would have no education beyond primary school in 2030ii
In the South African educational landscape, the current situation is also going to have a negative impact for years
to come. The basis of learning is being able to interact intelligently with your learning materials. Even with teachers standing in front of the class, the Progress in International Reading Literacy Study (PIRLS) 2016 revealed that 78% of Gr 4 children in South Africa could not read for meaning.

Adequate reading does not develop naturally. If reading with comprehension is not accurately developed, it becomes a
life-long challenge. Learners in primary school, through secondary school and even adults, continue to struggle with
information, as they are not reading at acceptable levels.

It is for instance, widely presumed that students who have entered university are proficient readers, and have mastered the building blocks of reading. This is, however, not the case for all students. Even at tertiary levels, students very often struggle with vocabulary, and their reading fluency is

The impact of the pandemic exacerbated previous fault lines, and we are facing a global tsunami of illiteracy – which implies that the SDG’s set out by the UN won’t be reached in time. Because illiteracy is one of the leading causes of delinquency, poverty, frustration, and depression in all
global communities, governments, businesses, educational institutions, teachers, and parents should sit up and take note of this data. Whole countries

Whitepaper on the importance of using technology to develop good visual, reading and comprehension skills in a post COVID education world


“The right to decency and a better life…”

communities and individuals will be severely impacted in the near and extended future if these challenges are not adequately addressed. Illiteracy leads to a loss in productivity, and a decrease of financial health as well as a general decline in lifestyles and wellness amongst people. The current economic situations across the globe have made this phenomenon even worse.


The basis of good literacy skills is reading, but reading is not a natural process. The human mind is not innately ‘wired’ for written information – therefore learning to read, and using accurate skills and strategies to navigate the growing oceans of information is fundamental to achieving success in the challenging post-COVID

Whole countries, communities and individuals will be severely impacted in the near and extended future if these challenges are not adequately addressed.

landscape of education. If students cannot obtain adequate skills by Grade 4, they will continue to struggle throughout their school career, and more than likely end up leaving school without the skills needed for further study or the ability to function in a decent job.iv

Within the COVID-19 pandemic, students are expected to continue learning within a self-paced and student-directed learning scenario. It was expected that students develop the ability to work independently, which is underscored by the skills and strategies of reading with good comprehension. Teachers and students faced many challenges during the lockdown schooling scenario. 

But there is hope. As students improve their visual processing in reading, they also increase in the mental energy that they can devote to understanding complex ideas. It is the integration of foundational areas in reading development and combining various skills and strategies that provide an entry point to multiple literacies and improved visual intelligence.

Many of these would have been less challenging, if students actually could find the right information, adequately read and study the information, and understood the information they had to work through.

Our student placement tool combines a complete online visual processing, language, and reading with comprehension assessment.

Professor Goolam Mohamedbhai discussed the consequences of COVID19 for higher education in Apri 2020iii. He advised that the challenges we will face in the years to come has to be mitigated by partnerships between the government and the private sector. We have to implement immediate, short term and long term measures to effect redress when the crisis is over. We need new ideas, faster solutions that can reach millions at once. At the same time, we need to support the effective development of the foundational skills necessary for learning.

Eyebraingym (and its range of activities) is designed to develop foundational learning skills through augmenting the science of neural wiring to bridge the gap between information and knowledge by training and optimising neural pathways in the brain of each user. Eyebraingym use actions within the reading process to re-wire the brain to produce healthier and stronger minds. The system focus on improving two factors, namely the visual processing factor (VPF) and cognitive development factor (CDF). Each of these two factors incorporates measurable sub-elements. VPF is measured as words per minutes (wpm)

Whitepaper on the importance of using technology to develop good visual, reading and comprehension skills in a post COVID education world


“The right to decency and a better life…”

read within the parameters of the readability of the material. CDF is measured as a percentage of comprehension against the complexity of content. The combined VPF and CDF give us an AIUfactor (action-interpret-understand).

culminating in cognitive skills development sessions. Eyebraingym is compiled in course format and is designed to enhance the executive function and the interaction of the brain with visual information. It is designed to assist the student in moving information faster to the pre-frontal cortex of the brain.