Change to Ukrainian interface versionChange to English interface versionChange to Russian interface versionHome pageClear last query resultsHelp page
Search for specific termsBrowse by subject categoryBrowse alphabetical list of titlesBrowse by organizationBrowse special topic issues

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
Open this folder and view contentsUnit Four: Organising and Managing FAL Programmes
close this folderUnit Five: Integrating Functional Adult Literacy in other Development Programmes
View the document5.1 Integrating FAL with other Key Players
View the document5.2 Integrating FAL in Income-generating Activities
View the document5.3 Integrating FAL in Labour/Energy Saving Technologies
View the document5.4 Integrating FAL in Health Education
View the document5.5 Integrating FAL in the Civic Life of the Community
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

5.1 Integrating FAL with other Key Players

a) Introduction:

Adult learners are not alone in the development process but have other individuals/organisations with whom they collaborate.

It is therefore important to know these key players and the criteria to be used in identifying them. Finally, it is vital that the learners are linked to resources that can benefit them.

b) Objectives:

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


- identify the key players which are relevant to literacy work.
- work out guidelines to be used in identifying key players and other resources.
- identify roles to be played by other key players.

c) Time: 1 hour 30 minutes

d) Learning Aids: A relationship, map, newsprint, markers, masking tape, blackboard, chalk.

e) Procedure and Learning Points:

Step 1: Facilitator’s Statement:

[10 minutes] “Man is not an island”. Facilitator then asks participants to comment on the above statement and to mention other statements similar to it.

Step 2: [20 min.] Brainstorm the participants to point out the key players for literacy work in their community. Let them draw a relationship map on which they place the identified key players.

A relationship map could look like figure below.

A Relationship Map.

Step 3: Group Work: Participants form groups of 5 - 7 persons to work on the following task:


“Discuss the reasons for collaboration and give possible guidelines for selecting collaborators.” Groups put their responses on newsprint or cards.

Step 4: [30 minutes] Plenary. Groups present their work which is discussed.

Learning Points:

Possible Responses:

Reasons for Collaboration:


- There is need to share resources and experiences
- It minimises duplication of services
- It promotes collective action
- Collaborators gain approval and recognition.
- It leads to cost-effectiveness.
- It is an empowering process because of the confidence it builds.

Guidelines for Selecting Collaborators


- There should be common interests
- There should be mutual trust
- There should be relevant skills and resources to share.
- They should be accessible administratively and geographically.

Step 5: Facilitator’s Statement:

It is always good to know the reason for entering any collaborative relationship because this will enable one to know what to expect. Similarly selecting collaborators should not be randomly done but should instead be based on a given set of guidelines or criteria.

Step 6:

[10 min.] In a buzz session, participants identify and discuss the different roles played by other key players. Various responses are discussed and facilitator compares these responses with his/hers.

Possible roles of Key Players in a FAL programme:


• They contribute technical knowledge and skills.
• Assist in mobilising resources.
• May put their facilities/resources to the disposal of a FAL Programme.

Step 7: Participants are asked possible ways of mobilising resources. Facilitator writes responses on newsprint or blackboard.

Possible Responses:


- Use of local influential leaders
- Appeals to donors (through proposals, meetings, visits, etc.).
- Organising local fund-raising activities such as concerts, auction sales, etc.
- Member contributions (in cash or in kind)

Wrap Up:

Getting to know our possible collaborators/key players is a great opportunity for sharing and more learning. It is also good for the adult learner to know how to mobilise the resources necessary for making him/her functional.

f) Assessment:

[10 min.] The facilitator asks 2 or 3 participants to mention at least 3 collaborators of their own choice and the reasons why they chose them.

g) Follow-up:

The facilitator asks each participant to identify an activity he/she is doing and the people/organisations he/she will work with and how he/she will reach them. The benefits of such collaboration should be spelt out.

to previous section to next section

[Ukrainian]  [English]  [Russian]