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close this bookFunctional Adult Literacy (FAL) - Training Manual (DVV, UNICEF; 1996; 106 pages)
View the documentAcknowledgment
View the documentForeword
Open this folder and view contentsIntroduction
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
close this folderUnit Four: Organising and Managing FAL Programmes
View the document4.1 Planning Functional Adult Literacy Programmes
View the document4.2 Organising a Functional Adult Literacy Programmes Class
View the document4.3 Management Functions Required in a Organising a Functional Adult Literacy Programme
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

4.1 Planning Functional Adult Literacy Programmes

a) Introduction:

Practically everyone will agree that FAL programmes can be more effective if they are properly planned. Therefore, FAL Instructors and Supervisors should know how to plan as well as to organise and manage FAL programmes.

This topic covers:


• the steps to be followed in planning FAL programmes.
• the skills required for community mobilisation.

b) Objectives:

By the end of this session, the participants should be able to:


• list and explain the steps to be followed in planning FAL programmes.
• describe the skills required for community mobilisation to support FAL programmes.

c) Time: 1 hour 40 minutes.

d) Learning Aids: Blackboard, chalk, manila or newsprint, markers, masked tapes.

e) Procedure and Learning Points:

1. [10 min.] Ask the participants to brainstorm on the meaning of the word “planning” and allow a short discussion.

Facilitator’s Wrap-up:

Planning is a deliberate effort. It involves following certain stages and applying some skills.

2. Ask the participants to form groups of 5 to 7 persons. Facilitator issues the following tasks:


(a) [30 min.] Identify the steps you would follow in introducing FAL in your communities.


• Consultation and sensitisation of the community members.
• Holding formal meetings with the community.
• Formation of Literacy Committees.
• Identifying relevant information about the community.
• Identifying FAL venues, materials, equipment and instructors.
• Training FAL instructors.
• Writing workplan for FAL activities.
• Follow-up.


(b) [30 min.] Identify the skills you would apply during community mobilisation.

Organizational skills. Ability to:


- think of ideas, problems, etc. that can be discussed.
- think of different activities for the community.
- reach individuals who can perform needed activities in the community.
- persuade people to accept responsibilities.
- get reports of activities.


(c) Meeting skills. Ability to:


- think of matters for discussion.

- think of and check the right venues for meetings, time for meetings and dates for meetings.

- point out the right persons to chair meetings and take notes of key issues of the meetings.

- point out the problems that a chairperson faces, e.g. not giving equal opportunities for members to air their views.

- reach a resolution.

- ask members to vote where there is no consensus.

- remind members to write key points of the minutes.


(d) Interviewing skills. Ability to:


- identify factors to guide data collection.
- list questions to ask.
- make appointments.
- visit homes and offices early.
- ask questions clearly one-by-one and probe where necessary.
- listen to responses.
- record the responses.
- summarise records.


(e) Communication skills. Ability to:


- prepare points/ideas to talk about.
- use the right media for transmitting messages.
- respond politely.
- be confident and humorous.
- use simple language.
- use illustrations to describe what is to be said.
- give examples of what is being described.
- seek feedback from the partners.


(f) Participatory Planning skills. Ability to:


- Ask members state their interests freely.
- Ask members to state their needs, problems.
- Ask members explain how their problems affect them.
- Ask member to identify the main needs.
- Think of ideas to solve the problems.
- Think of projects to be undertaken.
- Identify different resources needed by each project.
- Identify the objectives, activities, etc. of the projects and write out its plan.


(g) Follow-up skills. Ability to:


- think of issues that need to be assessed.
- agree on new strategies to be applied in future assessment.
- identify time and dates for future assessment.
- think of resources for assessment.

Facilitator’s Wrap-up:

[10 min.] The steps and skills provided above should only act as a guide. The facilitator should ask the participants to identify more steps and skills that may be applicable to their own situations.

f) Assessment:

[20 min.] Ask each participant to write down the most important steps in planning and community mobilisation skills to be shared.

g) Follow-up.

Ask the participants to think of the activities they will carry out when planning FAL in their communities.

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