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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
 

5.5 Integrating FAL in the Civic Life of the Community

a) Introduction:

Adult learners are expected to enjoy certain civic rights and carry out a number of responsibilities as citizens of their country. This topic therefore, examines those rights and responsibilities of a citizen and the role played by FAL in the promotion of such rights and responsibilities.

b) Objectives:

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

 

• Identify the common human rights abuses in their community.
• Describe their role in fighting human rights abuses.
• Describe the relationship between FAL and people’s civic life.

c) Time: 1 hour 30 minutes.

d) Learning Aids: Picture of a wife being beaten by her husband, property in the home is scattered; Newsprint, Cards, Markers, Masking tape, Chalk and Blackboard.

e) Procedure and Learning Points:

Step 1:

[15 min.] Facilitator displays the picture of a woman being beaten by her husband while the children are looking on. Household property is scattered all over the place.

Step 2: Questions about the picture:

 

a) What do you see?
b) What is happening in the picture?
c) Is there a problem?
d) What is the problem?
e) Does it take place in your community?
f) What causes such a problem?
g) What can you do to solve such a problem?

Step 3: Facilitator’s statement:

“What is happening in the picture is a clear abuse of human rights and is a crime which is condemned”.

Step 4: Group work:

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

 

a) What other human rights abuses are common in your community?
b) What should be your role in fighting such human rights abuses?

Step 5: Plenary session. Groups present there work for discuss by the bigger group.

Possible Responses:

a) Common human rights abuses:

 

• Child beating and burning of hands, toes.
• Child defilement.
• Child starvation.
• Wife betting (gambling).
• Harassment at roadblocks.
• Mishandling of tax defaulters and suspects of offenders.

b) Role in fighting human rights abuses:

 

• Report all cases promptly to authorities for legal proceedings.
• Sensitise the community about these abuses and their consequences.
• Ensure that legal action is taken against the offenders.
• Expose offenders without fear and favour.
• Ensure that such offenders are not elected into positions of responsibility.

Step 6: Case study.

[20 min.] Voting for parliamentary candidates is in progress in Motto village. Some few members of the electorate are however, confused as to how to vote. At the end of the exercise a number of votes are declared invalid because they were not properly ticked or thumb-printed.

Discussion Questions:

 

a) How could the voters have been facilitated to vote effectively?

b) Is there a role that FAL can play in promoting effective participation of the people in the voting exercise?

c) What other roles can FAL play in promoting the civic life of the community?

Possible Responses:

a)

People could have been given voter education.

 

People could have been prepared to be at ease with paper and pen; possibly they were handling these for the first time.

     

b)

FAL enables people to read the voting instructions before-hand.

 

FAL enables the people to use pen and paper with ease.

 

FAL enables people to check their names on the voters’ register.

     

c)

People can be able to read about the aspects of their Constitution and be able to make informed decisions.

 

People are able to share experiences of other people in promoting their human rights.

 

Reading about civic rights and human rights abuses motivates people to take action for desired change.

 

FAL makes it easier for people to mobilise themselves for civic action.

Wrap-up:

People’s participation in the civic life of their community is their human right. This participation can be effectively promoted when people are able to read and write about their civic life.

f) Assessment:

[10 min.] What aspects of your civic life do you think could be improved by FAL?

g) Follow-up:

Prepare a list of the most important responsibilities of a citizen which you can then discuss with other members of your community.

 

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