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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
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

5.4 Integrating FAL in Health Education

a) Introduction:

FAL, to be truly functional, ought to be related to the health of the learners so that the skills of literacy make it possible to better learn and make effective use of the key health messages. It is therefore, important for adult learners not only to understand the basic health messages but also to establish the relationship between these health messages and FAL.

b) Objectives:

By the end of the session, the participants will be able to:


• Describe the relationship between FAL and health.
• Identify the basic health problems in their community.
• Describe the various community responses to common health problems.
• Mention at least 3 important facts which they can apply in the reduction of common health problems.

c) Time: 1 hour 25 minutes.

d) Learning Aids: Picture of a home with an unhygienic environment, with a child passing stool next to a meal which is being enjoyed by other children; Newsprint; cards, markers, masking tape, “Facts for Life” booklets.

e) Procedure and Learning Points:

Step 1:

[2 min.] Facilitator shows the participants a picture of a home with an unhygienic environment, with a child passing stool next to fellow children enjoying a meal.

Step 2:

[20 min.] The Facilitator then poses the following questions about the picture:


a) What is happening in the picture?
b) Is there a problem?
c) If yes, what is the problem?
d) What causes such a problem?
e) What would you do to solve such a problem?

Step 3: Group Work.

[45 min.] In groups of 5-7 persons, the participants are assigned the following tasks:


a) List the basic health problems in your community and against each problem identify the beliefs associated with such problems.

b) For each identified health problem, suggest important facts which can be applied to such problems.

Possible responses to group tasks:


Basic Health problem:

Associated belief:



Bad mother’s breast-milk.



Witchcraft, God’s curse.



Drinking water.



Sex outside marriage.



Witchcraft, God’s curse.



Health Problem:

Suggested Facts:




Give a child with diarrhoea plenty of fluids to drink.



When a breast-fed child has diarrhoea, it is important to continue breast-feeding.



A child with diarrhoea needs food.



Diarrhoea can be prevented by breast-feeding, by immunising all children, by using latrines, by keeping food and water clean, by washing hands before touching food.




AIDS is an incurable disease which is passed on by sexual intercourse.



AIDS can also be passed on by infected blood by infected mothers to their unborn children.



The presence of other sexually transmitted diseases (STDs) makes it much easier to transmit and/or become infected with HIV.



Any injection or cut with an unsterilised needle, syringe, razor-blade or other skin-piercing instrument is dangerous.



People with AIDS need love, care, understanding and support.



Safer sex means being sure that neither partner is infected, remaining faithful to each other and using a condom if there is the slightest doubt.



All parents should talk with their children about how to avoid getting AIDS.

Step 4: Facilitator’s statement:

[2 min.] People tend to associate some health problems with certain beliefs, mostly false ones, and this is mainly due to the absence of correct information. It is therefore, important that people get to know and make use of the basic information about their health problems.

Step 5:

[10 min.] In a buzz session of 2 or 3 people, participants are asked to discuss the relationship between FAL and health.

After this, responses of each buzz group are presented and discussed.

Possible responses:


• With FAL, adult learners will be able to read, write and communicate with others the basic health problems.

• Adult learners will be able to understand and follow medical instructions, e.g. drug prescriptions.

• FAL makes health education cheaper and easier to administer because of the ease in understanding and communication.

• Basic health messages become more meaningful if people can write and understand them.

• Health is the concern of everybody, hence a very effective entry point for FAL programmes.

f) Assessment:

[5 min.] Ask participants to point out the importance of FAL in the promotion of health.

g) Follow-up:

What basic health messages are you going to promote in your community? Avail instructors and supervisors of FAL with the “FACTS FOR LIFE” handbook. Ask them to explore ways of using the information in the handbook in their literacy classes.


[1 min.] There is a clear relationship between FAL and health and the role played by both FAL and health in the promotion of each other should be well understood.

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