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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

4.3 Management Functions Required in a Organising a Functional Adult Literacy Programme

a) Introduction:

For every FAL class to succeed, different management functions must be carried out. This calls for identification of the different management functions to be carried out at the most appropriate time.

This topic covers the description of the different management functions that must be carried out to make FAL classes effective.

b) Objectives:

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


• Explain what they understand by the terms “Management” and to “manage”.
• Identify different management functions required in FAL programmes.

c) Time: 1 hour 45 minutes.

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

e) Procedure and Learning Points:

1. [10 min.] Let the participants brainstorm on the words to “manage” and “management” and write them on the board or newsprint.

Possible Responses:

To manage means:


- to be in charge of.
- to succeed in doing something.
- to get things done.

Management means:


- control and organisation of, e.g. a business.
- all those who control a business enterprise.
- a process of getting things done.
- a strategy of dealing with people.
- a strategy of making people to do work.

2. Role play on: “Problems faced by a chairperson who does everything in a meeting”.

[30 min.] The facilitator asks a group of 5-7 members to be in a “meeting” He asks one prepared participant to be a chairperson and to do everything.


• The participants are later asked to identify the problems the chairperson committed.
• Key problems in the participants’ responses are noted.

Possible Responses:

The chairperson:


- dictated ideas throughout the meeting.
- conducted the meeting in a hurry.
- recorded minutes himself.
- talked unnecessarily.
- involved few members in the discussion.
- could not reach consensus.
- was his own time-keeper.
- avoided putting issues to voting where consensus could not be reached.

A short discussion should follow to analyse the outcome of the “meeting” and possible lessons learned.

3. [45 min.]Using group discussion, ask the participants to identify key functions they would carry out on any of the following events:


- a visit by the Resident District Commissioner (RDC).
- a wedding ceremony.
- a visit by a Community Development Officer to Literacy Classes.

Possible responses:


• Organising/planning activities.
• Delegating responsibilities or issuing commands.
• Co-ordinating activities.
• Controlling - issue instructions, receive feedback - issue instruction again a process.
• Supervision


- identifying problems/successes.
- helping to resolve the problems.
- educating on future course of action.


• Assessment and reporting.

The participants present their ideas during the plenary.

Wrap up:

Participants should understand that it is necessary to allocate tasks to each member and have them done in time.

f) Assessment:

[20 min.] Ask each participant to write down one reason to show the importance of management in life.

g) Follow-up.

Ask the participants to indicate how they will apply the knowledge and skills from this session in their work.


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