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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
 

4.2 Organising a Functional Adult Literacy Programmes Class

a) Introduction:

When people are properly selected and guided through the literacy cycle they can continue to learn. This topic covers the criteria for selecting participants for FAL classes and the factors required in motivating adults to continue learning.

b) Objectives:

By the end of this topic the participants should be able to:

 

• Identify the criteria for selecting participants for FAL classes.
• Identify the necessary activities learners can perform in FAL classes.

c) Time: 1 hour 30 minutes.

d) Learning Aids: Blackboard, chalk, newsprint, markers, masking tape.

e) Procedure and Learning Points:

1. [40 min.] Ask participants to brainstorm on: What type of people would be enrolled in a FAL class? What criteria could be used for selecting them? Put their ideas on the blackboard or newsprint and allow a short discussion.

Possible criteria for selecting learners:

 

- Interest in being literate.
- Commitment to get rid of illiteracy in their community.
- Ready to learn together with others.
- Ready to assist other learners to learn better.
- Share experiences.
- Respect other learners and their peculiarities.
- Learn what they are ready to apply at home, etc.
- Come for classes regularly.
- Pay contributions to sustain the literacy class.
- Buy pens and books.
- Plan group and individual projects.
- Participate in assessing progress.

2. [30 min.] Ask each participant to suggest one or two activities learners would perform in a FAL class.

Possible responses:

 

- Cleaning venue.
- Taking custody of learning materials.
- Constructing learning shelters.
- Assessing the FAL class performance.
- Mobilising more learners.
- Contacting other key players in the community.

f) Assessment:

[10 min.] Ask the participants to give reasons why learners should be carefully selected.

g) Follow-up:

Ask the participants to indicate how they would reduce high drop-out rates in FAL classes in future.

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