When the Government of the Republic of Uganda developed an Integrated Functional Adult Literacy Pilot Project in 1992, it had four main objectives to address, namely:
(i) The attainment of permanent and developmental functional literacy;
In order to achieve these objectives systematically, a Curriculum, Primers, Follow-up Readers, etc. for Functional Adult Literacy were developed and eight (8) Pilot Districts were identified. The aim of piloting was to try out the Curriculum’s approaches and methods, develop ideas and skills for literacy work, build institutional capacity and gain experiences for such work. Two important questions, however, remained unanswered. These were:-
(i) What can be done to ensure that this Curriculum embarked upon by the eight districts helps to wipe out illiteracy and inadequate basic skills which deprive our people the opportunity to realise their potential and to contribute effectively towards local community and national development?
(ii) How can the illiterate people be involved in the planning and also the implementation and evaluation of their functional adult literacy programmes?
To deal with these and other questions, the Government has developed a Training Manual for Literacy Instructors and Supervisors of Functional Adult Literacy Programmes. The Training Manual has been reviewed by a team of experts to address more salient issues raised during the implementation process.
The aim of this Training Manual is therefore, to offer Instructors and Supervisors of Functional Literacy the necessary methods and techniques of organising literacy programmes and to involve the learners in the actual planning, implementation and evaluation process.
The Training Manual has six units, namely:
(i) Functional Adult Literacy and its Implications in the Development Process;
The importance of Functional Adult Literacy cannot be over emphasised in our country today. As adults make tremendous impact “now” the more literate they become, the greater the improvement in attaining a higher standard of living of the majority of our people. I, therefore, recommend this Manual for use among Instructors and Supervisors of Functional Adult Literacy which will help adults make this great impact.
Finally, I call upon all those who will use this Training Manual to put it to the best use possible. I look forward to a successful implementation of the Functional Adult Literacy Programme in Uganda.
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