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
Open this folder and view contentsUnit Five: Integrating Functional Adult Literacy in other Development Programmes
close this folderUnit Six: Monitoring and Evaluating Functional Adult Literacy Programmes
View the document6.1 Information Collection, Use and Storage
View the document6.2 Introduction to Monitoring and Evaluation
View the document6.3 Monitoring FAL Programmes.
View the document6.4 Evaluating FAL 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
 

6.1 Information Collection, Use and Storage

a) Introduction:

Information plays a vital role in functional adult literacy programmes. Those involved in the programmes need to know the type of information to collect and the tools to use in collecting this information.

b) Objectives:

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

 

• Explain the meaning of “information”
• Identify the information relevant to functional adult literacy programmes.
• Describe the role of information in functional adult literacy programmes.

c) Time: 1 hour 30 minutes.

d) Learning Aids: Newsprint or cards, markers, masking tape or blackboard and chalk.

e) Procedure and Learning Points:

Step 1.

[15 min.] Brainstorming.

 

- Facilitator asks the question “What is information?”
- Participants write their responses on blackboard or newsprint or cards.
- Key ideas in their definition are identified.
- Facilitator’s input is presented and compared with participants’ responses.

Possible Responses:

- ideas

)

told,

- facts

)

or heard

- figures

)

or discovered

- data

)

about

- news

)

something

- theories

)

or somebody.

Step 2: Buzz session.

[25 min.] Participants in two’s or three’s are asked to discuss and identify information that is relevant to PAL programmes.

Participants present their work, which is then discussed by the bigger group.

Possible Responses:

- Population of illiterate and literate by age and sex.

- Literacy levels.

- Attendance.

- Enrolment

- beginners

 

- continuing.

- Completion date.

- Drop-out Drop-in Drop back.

- Retention rate.

- Number of on-going classes.

- Dates when classes started and ended.

- Venues and facilitators.

- Progress in class.

- Number of literacy instructors

- sex

 

- training.

- Instructional materials/equipment.

- Learners income-generating activities.

- Other community development activities.

- Important events in the community.

Facilitator’s remarks:

A lot of information can be collected about FAL programmes and in this case use can be made of the needs assessment exercise which was earlier on conducted. It is important that the learners participate in the process of information collection and use. Hence, they should be encouraged to develop their own tools for information collection like arranging information in an exercise book. There is also need to develop a common information tool for both the supervisor and the instructor.

Step 3: Group Work.

[40 min.] Participants form groups of 5 - 7 people and are assigned the following task:

 

Discuss the role of information in FAL programmes.
In plenary, participants’ work is presented and discussed.

Possible Responses:

 

• Information provides a base for establishing where the programme or community is “at”.
• It is useful in assessing needs, analysing causes and effects of illiteracy.
• It facilitates the planning of intervention strategies.
• It is important in identifying required resources both from within and outside.
• Information is required in the implementation of planned activities.
• It is very useful in assessing coverage and impact of FAL programmes.
• Information makes it possible to take informed decisions on FAL.
• Information, if stored, is important for future use and references purposes.

Facilitator’s remarks:

Information is very vital for the success of FAL programmes. It is important that the learners appreciate the vital roles of information so as to consequently plan to collect and use it.

f) Assessment.

[10 min.] Ask participants to point out what information they would consider if they were to start a FAL programme.

g) Follow-up:

Prepare an information tool that you could use to gather information on FAL.

to previous section to next section

[Ukrainian]  [English]  [Russian]