5.2 Integrating FAL in Income-generating Activities
Adult learners are also expected to be functional economically i.e. the knowledge and skills they get from literacy should enable adult learners to start and effectively manage income-generating activities of their choice.
This topic therefore looks at how literacy can be applied to income-generating activities. Criteria for selecting viable income-generating activities and the conditions for successful implementation of income-generating activities are also examined.
By the end of the session, the participants should be able to:
- identify the criteria for selecting viable income-generating activities
c) Time: 2 hours.
d) Learning Aids: Newsprint, cards, markers, masking tape, blackboard, chalk, beans, & cup [where possible, if not, mime].
e) Procedure and Learning Points:
Step 1: Role Play:
[30 minutes] At the market, Jessica is selling her beans. She measures a number of cups  but half way loses count and asks John the buyer to tell her the exact amount of cups but his answer does not convince her. So she empties the measured heap of beans back to the rest of her stock and starts measuring all over again.
a) What was happening in the case study?
a) Woman is failing to count the measurements of beans.
- business collapse,
e) Teach skills of literacy to make the woman functional.
Step 2: Buzz session (2 or 3 participants):
Participants discuss “What they do for earning extra income and what guided them to select that activity”.
[35 min.] Facilitator or each buzz group puts the group responses on newsprint or blackboard. These are then discussed by the bigger group.
What guided in selecting the activity:
• demand for the product/services.
[30 min] Facilitator asks participants to think of the successful and unsuccessful businessmen/businesswomen in their locality and identify the reasons why they, were successful or unsuccessful.
What is required for successful management of an income-generating activity? Responses are discussed at length.
Requirements for successful management of income-generating activities. The promoter should:
- be prepared to take risks.
Step 4: Brainstorming Session:
Facilitator asks participants to mention literacy skills which they could use in income-generation.
[20 minutes] Participants’ responses are written on blackboard or newsprint or cards. These are in turn discussed and agreed upon.
Possible Literacy Skills:
- Calculating profits and losses
Most businesses have collapsed because the promoters did not take into consideration a number of factors such as their marketability, profitability and cost-effectiveness. It is important therefore to fully analyse all the determining factors so that only viable income-generating activities are selected. During this process, the relevant literacy skills for income-generating activities are mastered.
[5 min.] Facilitator presents two examples of income-generating activities i.e. crocodile rearing and mushroom growing.
Participants are then asked to decide on which income-generation activity they think would be successful and why.
Identify a viable income-generating activity to be undertaken individually or in groups.
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