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Functional Adult Literacy (FAL) - Training Manual
(DVV, UNICEF; 1996; 106 pages)
Acknowledgment
Foreword
Introduction
0.1 Basic definitions
0.2 Training Aims and Objectives
0.3 Structure of this Manual
Unit One: Functional Adult Literacy and Its Implications
1.1 Introduction to Literacy
1.2 Development and Methodology of an Integrated Functional Adult Literacy Approach
1.3 Introduction to Participatory Rural Appraisal (PRA) in Functional Adult Literacy
1.4 Gender Issues in Functional Adult Literacy
Unit Two: Facilitating Adult Learning
2.1 Characteristics of Adult Learners and Qualities of a Good Instructor
2.2 Methods of Facilitating Adult Learning
2.3 Communication Skills to Help Adults Learn
Unit Three: Facilitating FAL Classes
3.1 Introduction to Functional Adult Literacy Materials
3.2 Preparing to Teach using the Primers
3.3 Conducting Classes using Functional Literacy Methods and Materials
3.4 Setting Climate
Unit Four: Organising and Managing FAL Programmes
4.1 Planning Functional Adult Literacy Programmes
4.2 Organising a Functional Adult Literacy Programmes Class
4.3 Management Functions Required in a Organising a Functional Adult Literacy Programme
Unit Five: Integrating Functional Adult Literacy in other Development Programmes
5.1 Integrating FAL with other Key Players
5.2 Integrating FAL in Income-generating Activities
5.3 Integrating FAL in Labour/Energy Saving Technologies
5.4 Integrating FAL in Health Education
5.5 Integrating FAL in the Civic Life of the Community
Unit Six: Monitoring and Evaluating Functional Adult Literacy Programmes
6.1 Information Collection, Use and Storage
6.2 Introduction to Monitoring and Evaluation
6.3 Monitoring FAL Programmes.
6.4 Evaluating FAL Programmes
Annex 1 - Sample Lesson Plan for Luganda Learners
Annex 2 - Sample Lesson Plan for Runyankore/Rukiga
Annex 3 - Sample Lesson Plan for Lusoga
Introduction
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[English]
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