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close this bookFunctional Adult Literacy (FAL) - Training Manual (DVV, UNICEF; 1996; 106 pages)
View the documentAcknowledgment
View the documentForeword
close this folderIntroduction
View the document0.1 Basic definitions
View the document0.2 Training Aims and Objectives
View the document0.3 Structure of this Manual
Open this folder and view contentsUnit One: Functional Adult Literacy and Its Implications
Open this folder and view contentsUnit Two: Facilitating Adult Learning
Open this folder and view contentsUnit Three: Facilitating FAL Classes
Open this folder and view contentsUnit Four: Organising and Managing FAL Programmes
Open this folder and view contentsUnit Five: Integrating Functional Adult Literacy in other Development Programmes
Open this folder and view contentsUnit Six: Monitoring and Evaluating Functional Adult Literacy Programmes
View the documentAnnex 1 - Sample Lesson Plan for Luganda Learners
View the documentAnnex 2 - Sample Lesson Plan for Runyankore/Rukiga
View the documentAnnex 3 - Sample Lesson Plan for Lusoga

0.1 Basic definitions


“Training” means preparing people for work in a system by enabling them to acquire the knowledge, skills and attitudes they need. The kind of training they need depends on several factors, including:


• The educational, social and occupational background of the trainee.
• The work he or she does or is likely to do.
• The methods to be used in doing the work.
• The opportunities and facilities available for the training.


- implies that people know nothing, and the teacher knows all.


- is passing information which has already been accepted as true.


- is giving knowledge.


- is acquiring knowledge in a way that does not stimulate action.



- is sharing.


- is understanding.


- is discovering by yourself.


- brings motivation to change.



- is guiding the learning process.


- accepting new knowledge and skills while passing on new ones at the same time.


An Instructor of Functional Adult Literacy is that person who guides and facilitates adult literacy learners during a learning session.

A Supervisor of Functional Adult Literacy is that person who ensures that instructors and adult learners are effectively involved in literacy activities.


A trainer is that person, who passes on Functional literacy skills and knowledge to the supervisors and instructors.

It is usual to make sure that trainers have a background suitable both for the training and the work. This means that recruitment must be done carefully.

When recruiting Instructors and Supervisors for Functional Adult Literacy Programme it is important to consider:


a) Their educational background (both their level of education and the subject areas).
b) Their competence in the language to be used.
c) How acceptable they are to the community.
d) Their age, which should be 18 years and above.
e) Their interest in the FAL Programme.
f) Their integrity.
g) Their concern for developing their community.

It is not always easy to find people who fulfil all these considerations. Sometimes, to ensure the fulfillment of one of these considerations, for example, acceptability to the community will carry more weight than age. As a result, even in the same group, different Instructors and Supervisors of Functional Adult Literacy Programme may require different types and amounts of training.

The work to be done and the methodology to be used by trainers will be covered when formulating the training objectives. Here, it may be useful to mention also the training opportunities and facilities available at the place and the time the training is to take place. Time and other resources, particularly financial ones, are both in very short supply. Instructors and Supervisors are usually working already or are expected to start working immediately. Even if there was time, there would be no money to given them a long period of training.


It has been said that the training of personnel for FAL should be acquired largely through short workshops and in the field. It is recommended, therefore, that the training of Instructors of Functional Adult Literacy Programme should be carried out as follows:


a) Initial Training: Consisting of a short workshop of a minimum of one week and a maximum of three weeks.

b) Further Training in the field: through


- refresher seminars
- one day briefing sessions
- circulars
- materials for instructors
- reference materials
- local publications in the language used (and newspapers if available)
- audio and video cassettes
- support from supervisors
- visits by training officers

0.1.5 METHOD.

This is a broadway of seeing and doing things. Each method has a set of strategies (specific acts to apply the method). For example, training as a method of imparting knowledge, attitudes and skills can be carried out through workshops, field visit or full course as strategies.

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