TilE REPUBLIC OF UGANDA

MINISTRY OF GENDER AND COMMUNITY DEVELOPMENT

FUNCTIONAL ADULT LITERACY

TRAINING MANUAL

DVV
Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

Functional Adult Literacy

(FAL)
Training Manual

1st Edition: December, 1994.

2nd Edition: December, 1996.

© Ministry of Gender and Community Development.

For Information Contact:

Director~ of Community Development,

Ministry of Gender and Community Development,
P.O. Box 7136,
KAMPALA.

Publication Number:
ft1anual for Training of lnslruclors and Supervisors of Funclional A dull Literacy in Uganda.

(i)

ACKNOWLEDGEMENT.

This Functional Adult Literacy Training Manual has passed through

many processes before reaching the stage of publishing.

I would like to thank all those who contributed at each of the stages of
development of the Manual. Special thanks are extended to Mr. Anthony
Okech of the Institute 'of Adult and Continuing Education (Makerere
University) and Mr. D.K. Obbo of Nsamizi Institute for Social Development
who prepared the 1st Edition.

More thanks are extended to all those that participated in the Workshop
to review the manual. Special gratitude and appreciation is extended to the
team that undertook the task of revising the Manual using the information
collected from the Workshop to Review the Manual. In this regard, special
mention here is made to Mr. Peter Kabagambe of DENIVA/URDTI ACFODE
Training Programme, Mr. D.K. Obbo of Nsamizi Institute of Social
Development. and Mr. G. Sentumbwe of Literacy and Adult Basic Education
(LABEl . More thanks are extended to Mrs. Christine Kasule-Musisi who
typeset the Manual. ·

Finally, special appreciation is extended to UNICEF and German Adult

Education Association (DW) for their continued support and collaboration in
the promotion of Functional Adult Literacy Programme. May existing cordial
relations between the Government of Uganda and the International Agencies
mentioned above continu~ to be strengthened further for the benefit of the
target groups.

..1; . )
..,.,/' . /1 ,
i
L
.i?·h ,l-""'T'" ·'
, ., •r

Herbert Baryayebwa
PROGRAMME CO-ORDINATOR/FUNCTIONAL
ADULT LITERACY.
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

(ii)

FOREWORD:

When the Government of the Republic of Uganda developed an Integrated Functional Adult Literacy Pilot
Project in 1992, it had four main objectives to address, namely:
(i) The attainment of permanent and developmental functional literacy;
(ii) The acquisition of functional skills relevant to life in the community;
(iii) The national development of awareness of individuals; and
(iv) Continued learning while at work and at home.
In order to achieve these objectives systematically, a Curriculum, Primers, Follow-up Readers, etc. for
Functional Adult Literacy were developed and eight (8) Pilot Districts were identified. The aim of piloting was to try
out the. Curriculum's approaches and methods, develop ideas and skills for literacy work. build institutional capacity
and gain experiences for such work. Two important questions, however, remained unanswered. These wcre:-
(i) What can be done to ensure that this Curriculum embarked upon by the eight districts helps to wipe riut
illiteracy and inadequate basic skills which deprive our people the opportunity to realise their potential
and to contribute effectively towards local community and national development?
(ii) How can the illiterate people be involved in the planning and also the implementation and evaluation of
their functional adult literacy programmes?
To deal with these and other questions, the Government has developed a Training Manual for Literacy
Instructors and Supervisors of Functional Adult Literacy Programmes. The Training Manual has been reviewed by a
team of experts to address more salient issues raised during the implementation process.

The aim of this Training Manual is therefore, to offer Instructors and Supervisors of Functional Literacy· the
necessary methods and techniques of organising literacy programmes and to iitvolve the learners in the [Link]
planning, implementation and evaluation process.
The Training Manual has six units, namely:
(i) Functional Adult Literacy and its Implications in the Development Process;
(ii) Facilitating Adult Learning;
(iii) Facilitating Functional Literacy Classes;
(iv) Organising and managing Adult Literacy Programmes;
(v) Integrating Functional Adult Literacy with other development programmes; and
(vi) Monitoring and Evaluating FAL programmes.
The importance of Functional Adult Literacy cannot be over emphasised in our country today. As adults make
tremendous impact 'now' the more literate they become, the greater the improvement in attaining a higher standard
. of living of the majority of our people. I, therefore, recommend thi,s Manual for use among Instructors and
,. Supervisors of Functional Adult Literacy which will help rults make this great impact.
Finally, I call upon all those who will use this Training Manual to put it to the best use possible. I look
forward to a successful implementation of the Functional Adult Literacy Programme in Uganda.

~~.)
MINISTER OF GENDER AND
COMMUNITY PEVELOPMENI.
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

List of Contents:

Page:

Acknowledgement (i)
Ft~rewtJrd (ii)

Introduction 1
0.1 Basic definitions 1
0.2 Training Aims and Objectives 3
0.3 Structure of this Manual 4
Unit One: Functional Adult Literacy and Its Implications 6
1.1 Introduction to Literacy .. 6
1.2 Development and Methodology of an Integrated Functional Adult
Literacy Approach 10
1.3 Integrating Participatory Rural Appraisal (PRA) in Functional
Adult Literacy 13
1.4 Gender Issues in Functional Adult Literacy 18
Unit Two: Facilitating Adult Learning 21
2.1 Characteristics of Adult Learners and Qualities of a good
Instructor 21
2.2 Methods of Facilitating Adult Learning .. 26
2.3 Communication Skills to Help Adults Learn 31
Unit Three: Facilitating F AL Classes 35
3.1 Introduction of Functional Adult Literacy materials 35
3.2 Preparing to Teach using the Primers 37
3.3 Conducting Cfas~es using Functional Adult Literacy materials
Methods and Materials 39
3.4 Setting Climate .. 40
Unit Four: Organising and Managing FAL Programmes 43
4.1 Planning Functional Adult Literacy programmes 43
, 4.2 Organising a Functional Adult Literacy programmes Class 46
4.3 Management Functions Required in a Organising a Functional
Adult Literacy Programme 48
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

List of Contents (cont'd)

Page:

Unit Five: Integrating Functional Adult Literacy in other Development

Programmes 51
5.1 Integrating FAL with other Key Players 51
5.2 Integrating FAL in Income-generating Activities 55
5.3 Integrating FAL in Labour/Energy Saving Technologies 59
5.4 Integrating FAL in Health Education 75
5.5 Integrating FAL in the Civic Life of the Community 79
Unit Six: Monitoring and Evaluating Functional Adult Literacy Programmes 83
6.1 Information Collection, Use and St()nige R3
6.2 Introduction to Monitoring and Evaluation 86
6.3 Monitoring FAL Programmes 88
6.4 Evaluating FAL Programmes 91-94.
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

Introduction.
0.1 Basic definitions.
0.1.1 TRAINING, TEACHING, LEARNING & FACILITATING.
I
"Training". means preparing people for work in a system by enabling them to
acquire the knowledge, skills and attitudes they need. The kind of training they
need depends on several factors, including:

• The educational, social and occupational background of the trainee.

• The work he or she does or is likely to do.
• The methods to be used in doing the work.
• The opportunities and facilities available for the training.
'Teaching' - implies that people know nothing, and the teacher knows all.
- is passing information which has already been accepted as true.
-is giving knowledge.
- is acquiring knowledge in a way that does not stimulate action.
'Learning' - is sharing.
- is understanding.
-is discovering by yourself.
-brings motivation to change.
'Facilitating' - is guiding the learning process.
-accepting new knowledge and skills while passing on new ones
at the same time.

0.1.2 INSTRUCTORS and SUPERVISORS.

An Instructor of Functional Adult Literacy is that person who guide~. and facilitates
adult literacy learners during a learning session.
A Supervisor of Functional Adult Literacy is that person who ensures that
instructors and adult learners are effectively involved in literacy activities.

1
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

0.1.3 TRAINERS
A trainer is that person, who passes on Functional literacy skills and knowledge to
the supervisors and instructors.
It is usual to make sure that trainers have a background suitable both for the
training and the work. This means that recruitment must be done carefully .
. When recruiting Instructors and Supervisors for Functional Adult Literacy
Programme it is important to consider:
a) Their educational background (both their level of education and the subject
areas).
b) Their competence in the language to be used.

c) How acceptable they are to the community.

d) Their age, which should be 18 years and above.
e) Their interest in the FAL Programme.
f) Their integrity.

g) Their concern for developing their community.

It is not always easy to find people who fulfil all these considerations. Sometimes,
to ensure the fulfilment of one of these considerations, for example, acceptability
to the community will carry more weight than age. As a result, even in the same
group, different Instructors and Supervisors of Functional Adult Literacy
Programme may require different types and amounts of training.

The work to be done and the methodology to be used by trainers will be covered
when formulating the training objectives. Here, it may be useful to mention also
the trainin~ opportunities and facilities available at the place and the time the
training is to take place. Time and other resources, particularly financial ones, are
both in very short supply. Instructors and Supervisors are usually working already
or are expected to start working immediately. Even if there was time, there would
be no money to given them a long period of training.

2
 Manual for Training of Instructors and Supervisors of Functional Adull Literacy in Uganda.

0.1.4 PERIOD of TRAINING.

It has been said that the training of personnel for FAL should be acquired largely
through short workshops and in the field. It is recommended, therefore, that the
training of Instructors of Functional Adult Literacy Programme should be carried
out as follows:
a) Initial Training: Consisting of a short workshop of a minimum of one week
and a maximum of three weeks.
b) Further Training in the field: through
- refresher seminars
- one day briefing sessions
- circulars
- materials for instructors
- reference materials
-local publications in the language used (and newspapers if available)
- audio and video cassettes
-support from supervisors
- visits by training officers

0.1.5 METHOD.
This is a broadway of seeing and doing things. ·Each method has a set of strategies
(specific acts to apply the method). For example, training as a method of
imparting knowledge, attitudes and skills can be carried out through workshops,
field visit or full course as strategies.

0.2 Training Aims and Objectives

The following are the aims and objectives of this training programme.

0.2.1 Aims
The aims of this training given to Instructors and Supervisors are:
a) To enable them to understand Functional Adult Literacy (FAL) in the Ugandan
context.
b) To develop the knowledge, skills and attitudes necessary for the
implementation ofFAL programme.
3
 Manual f or Training of Instructors and Supervisors of Functional Adult Literacy in Uganda .

.0.2.2 Objectives
_By the end of the training participants should be able to:
a) Explain the meaning of and the implications of the Functional Adult Literacy
approach to the development process.
b) Describe the characteristics of adult learners and how important these
characteristics are in facilitating adult learning.
c) Use selected appropriate methods and techniques in facilitating adult learning.
d) Integrate gender issues in a Functional Adult Literacy programme.
e) Monitor and evaluate Functional Adult Literacy programmes.

0.3 Structure of this Manual

This Training Manual has six Units, namely:
Unit One: Functional Adult Literacy and its Implication.
Unit Two: Facilitating Adult Learning.
Unit Three: Facilitating Functional Adult Literacy Classes.
Unit Four: Organising and Managing Functional Adult Literacy
Programmes.
Unit Five: Integrating Functional Adult Literacy in other Development
Programmes.
Unit Six: Monitoring and Evaluating Functional Adult Literacy
Programmes.
;

- Each Unit is divided into several Topics.

- Each Unit starts with an explanation of the purpose of the Unit and an outline of
the Topics. (The full list of topics is also found in the List of Contents).

- Each Topic is then laid out in the following way:

a) Introduction.
b) Objectives.
c) Time.
4
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

d) Necessary teachingnearning aids.

e) Procedure and main points to be learned.
f) Assessment.
g) Follow-up activities.

Please Note 1: the central part of each Topic is (e) Main points to be learned
Please Note 2: all activities require at least:
-Blackboard.
-Paper for charts (such as newsprint or flip-charts).
- Chalk and suitable pens for charts.
- Masking tape or cellotape.

·'

5
 Manual for Training of Instructors and Supen!isors of Fufll'tional Adult Literacy in Uganda.
----------------------------------------------------------------------i----------------------------- -------------------------------------------

Unit One: Functional Adult Literacy and

its Implications.
Purpose:
This unit is to enable the FAL Supervisors and Instructors to understand the
meaning of Functional Adult Literacy and its implications to the development
process.
It is also to enable them to see how the FAL approach operates in an integrated
manner and how this integration affects the work they will do. Gender issues will
also be highlighted to enable participants to take account of the roles men and
women can play in FAL work.

1.1 Introduction to Literacy

a) Introduction.
Practically, everyone will agree that literacy is only meaningful if it is functional.
However, not everyone means the same by Functional Literacy.
This Topic Covers:
• the three main approaches to literacy.
• the development of the Functional Approach.
• the implications of Functional Literacy.

6
 Manual f or Training of Instructors and Supervisors qf Functional Adult Literacy in Uganda.
----------------------------------------------------- ------------------------ ........ ---------------------------------------------- _________ __-----
..,
I

b) Objectives:
By the end of this topic the participants should be able to:
• exp'lain the three main approaches used in teaching literacy.
• describe the development of the Integrated Fut:[Link] Literacy Approach.
• explain the implications of the Functional Literacy Approach for preparing and
teaching FAL programmes.

c) Time: 2 hours 05 minutes.

d) Learningffeaching Aids: Pictures, charts or Primers using different

approaches, hand.,.outs on the approaches, Blackboard, Newsprint and
Markers.

e) Procedure and Learning Points:

( 1) [ 15 min.] Ask the participants what they understand by literacy and allow a
short discussion on this. Ask participants what they understand by functional
literacy.
Learning Points: The meaning of Literacy: UNESCO has given two definitions -
the Basic and the Functional.
Basic: A literate person is one who can, with understanding, both read and write a
short simple statement on his/her ev1ryday life.
I

Functional: A functionally literate p~rson is one who can engage in all these
activities in which literacy is required for effective functioning of his/her to
continue to use reading, writing and calculation for his/her own and the
community's development.
Being functionally literate differs from one particular community to another. An
example of being functionally literate may ·be of a person who is engaged in brick-
making, can count, read and write the records concerning the number of bric~s
made, their dimensions and cost of producing them in order to determine the profit
margin.

2) [30 min.] Explain through a lecture the three literacy approaches: Traditional,
Functional and Psycho-social.

7
 Manual for Training ~f Instructors and Supervisors of Functional Adult Literacy in Uganda.

Learning Points:
The three main literacy approaches are traditional, functional and psycho-social.

Traditional approach:
(1) It is associated with learning the alphabet first, progressing to syllables and
finally meaningful words and sentences.
(2) It has a long history - can be traced right from the time of ancient Greek
learning up to the time of missionary work in Uganda.
(3) It was widely used by early evangelists in teaching catechism to converts.
(4) The approach's pre-occupation is teaching reading and writing, accompanied
in most cases by elementary arithmetic.
Functional approach:
( 1) Has its origin in the life experience of the human being.
(2) The learner is not restricted to the learning of reading, writing and counting
skills only, but is led additionally to discover his/her function.
(3) The approach has undergone changes over time. At first, it was based on the
psychology of an adult at work. The teaching of literacy and economic skills
were to be integrated. The integration was to be so good that the learners
would experience the two teachings as one learning. However, practitioners
tended to emphasise economic functionality and i"gnored the aspect of reading
and writing.
(4) The question of whether or not literacy is functional depends on the context,
that is, it has to be re-defined for every time and in every place. Literacy is
learnt for the sake of making the person function better in his environmen~ or
community.
Psycho-social approach:
(1) Associated with the great Brazilian educator - Paulo Freire.
(2) The approach is problem-solving, that is, it provides a framework for thinking,
creative, active participants to consider a common problem and find solutions.
(3) The approach is based on the importance of having the participants themselves
choose the content of their education rather than having 'experts' develop
curricula for them.
(4) Mter a session characterised with dialogue, a common generative theme is
developed from which the [Link], writing and [Link] based.

8
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in. Uganda.

(5) The psycho-social approach has contributed to the development of the

REFLECT technique which was started by ACTIONAID in 1993 and uses
PRA (Participatory Rural Appraisal) within [Link]- hence the name;
Regenerated Freirian Literacy through Empowering Community Techniques
(REFLECT).
(6) It is stated that in a REFLECT programme, there are 'no primers' and no 'pre-
printed' materials apart from the facilitator's guide. Each class develops its
own learning materials by constructing maps, matrices, calendars and
diagrams representing different aspects of community experience. This is the
technique ACTIONAID uses in Bundibugyo district in Uganda.

3) [30 min.] Divide the participants in groups and ask them to discuss; the
advantages and disadvantages of each approach.
Learning Points: Advantages and disadvantages of each approach.
Traditional: Functional: Ps~cho-social:
Advantages: Advantages: Advantages:
- Enabled the - It is work-oriented: - [Link].
development of - Linked with other - More participatory
systematic reading developmenvactivities. (learner-centred) than
and writing. - Results into projects. others.
Easy to use. It is motivating. ' Once it gains root, it
- It is cheap. motivates.
Disadvantages: .Disadvantages: Disadvantages:
- Does not motivate - Time consuming. - Literacy comes as a
adults, i.e. those - Skills of literacy may by-the-way. •
interested in income- take long before being - Difficult to implement.
generating activities. acquired. Requires a committed
- Not related to other - More expensive to and well-trained
activities. run. facilitator.
- Uses more resources
especially time.
- Learners do not - May not mal5:e learners
participate effectively. who are used to
traditional methods to
adjust accordingly.

9
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

4) [30 min.] Back in plenary session let each group report their ideas, discuss
them and guide the participants to realise that the approach to be adopted should
be functional, but should integrate other advantages of the other approaches.
Learning Points: Assess advantages and disadvantages of these three
approaches.

5) [ 10 min.] Wind up by explaining [Link] of such a functional

approach for preparing the literacy programme and teaching it.
Learning Points: Implications for such a functional literacy approach:
- The programme should respond to the needs of the people.
Literacy must be directly linked to the economic and other activities of the
people.
Learning, reading and writing must go hand-in-hand with learning how to
improve on people's other activities.
The literacy programme should have ideas from specialists in other subjects like
health, agriculture, law, co-operatives, marketing, etc.

(t) [ 10 min.] Assessment:

Participants can be asked to explain in their own words what they consider to be
the advantages of literacy in their community.

(g) Follow-up:

Read the hand-out on the meaning of literacy and the different approaches in
literacy.

'
1.2 Development and Methodology of Integrated
Functional Adult Literacy Approach:
a) Introduction:
Integrated Functional Literacy Approach is a strategy that the Government of
Uganda, through the Directorate of Community Development, has adopted after
piloting it in the 8 districts to be used in adult literacy programmes.

10
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

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

• explain the background to Integrated Functional Adult Literacy Approach.

• explain the importance of integration and how it is being used in literacy work.
• describe how Integrated Functional Literacy has developed.
• explain the implications of the Functional Literacy Methodology.

c) Time: 1 hour 30 minutes.

d) Learning Aids: Handouts, Blackboard, Newspnnt, markers, Chalk.

e) Procedure and Learning Points:

1) [ 15 min.]. Ask participants to state what they know about Functiqnal Literacy.
Allow a short discussion and then summarise the background to Integrated
Functional Literacy.
Learning Points:
- Integrated Functional Literacy borrows strengths from the other existing
approaches already mentioned.
- It is called integrated because of its relationship and linkages with people's daily
activities.
- This strengthens and broadens literacy making it applicable to other spheres of
life.

2) [30 min.] Involve participants to draw intersecting circles representing

intersecting activities in life. Use this to discuss why literacy should be integrated
with people's daily activities.

11
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.
-----------------------------------------------------------------------------------------------------------------------""-----------------------

Learning Points:
- Integration refers to bringing together different subject matters and different
types of activities so that they can all be used to solve the problem which is
being dealt with.
- Integration is important because in people's lives one problem may arise from
different things and it is not usually possible to solve a problem by looking at
one aspect only.

3) [30 min.} Discuss the implications of integrating different literacy approaches.

Learning Points:
The approach adopted by Functional Adult Literacy takes the best from all the
three approaches: traditional, functional and psycho-social. It does the following:
- enables learners acquire skills of reading, writing and numeracy (3Rs).
- helps people to be sensitised and aware of the true reasons for their situation
~md problems, and how their conditions can be improved.
- enables people to acquire practical knowledge and skills and the proper
attitudes to use these to improve their living conditions. For that reason,
literacy instructors must:
i) have a good awareness of the situation, the problems and how they can be dealt
with. They should also have an open mind to discuss with and learn from the
participants who already know a lot of things.
ii) be ready to consult other people and even arrange for them to help with
teaching when handling topics they themselves may not be sure of e.g.
Agriculture, Health, Law, and so on.
iii) keep in mind that people should leave this programme when they know how to
read, count and write and how to make these useful in their lives. This
demands that they teach literacy properly and make it practical.
iv) make careful use of the teacher's guide which has been written in detail to help
them.

(f) [ 15 min.} Assessment:

Ask 2 or 3 participants to state the importance of integration in FAL.

(g) Follow-up Exercise:

Read the hand-out on Integrated Functional Adult Literacy, how it has developed
and its implications.
12
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

1.3 Introduction to Participatory Rural Appraisal

(PRA).
a) Introduction:
Participatory Rural Appraisal (PRA) is a 'new' way of conducting research
involving the local communities. It was originally developed by agricultural
development workers, but currently it has been adapted and adopted by almost all
development workers- literacy ones inclusive. This topic covers:
• some basic tools used in PRA .
• how to integrate PRA in FAL.

b) Objectives:
By the end of the topic, the participants should be able to:
• identify some of the tools used in conducting a PRA exercise.
• construct maps, calendars and matrices in a participatory way.
• describe ways of integrating PRA in F AL sessions.

c) Time: 2.30 hours.

\

d) Learning Aids: Stones, seeds, clear ground/floor, chalk, blackboard, leaves,

newsprint, markers. \

e) Procedure and Learning Points:

1. [ 10 min.r . Trainer leads a brainstorming session about the research techniques
people use in their work and asks participants what they know about PRA.
Following this he/she provides a brief overview 6f PRA using the information in
the learning points below.
Learning Points:
- Some research techniques include interviews, questionnaires, observations,
focus group discussions and PRA.

13
 Manual f or Training of /n struc10rs and Supervisors of Functional Adult Literacy in Uganda.
-.---- ------------------------ ------ ------------------------ ·----------------------------------------------------------------------------------

PRA is an intensive, systematic but semi-structured learning experience carried

out in a community by a multi-disciplinary team which includes community
members. It can be used for; needs assessment, feasibility studies, identifying
priorities for development activities, monitoring or evaluating development
activities.
2. [ 10 min.] Trainer provides an overview of the range of some tools used in
PRA by writing them on blackboard or newsprint.
Learning Points:
PRA tools used are categorised under:
• Participatory mappings such as village/local maps to show households, natural
resources, etc.
• Seasonal analyses/calendars to show seasonal variations of prices, weather,
diseases, etc.
• Rankings/matrices like wealth rankings, preference rankings, etc. to compare
the priorities of individuals.
• Other PRA diagrams like time lines, transect walks, etc.
3. [30 min.] Ask participants who live in the same village/parish to come
toget}ler and draw a map of their village/parish. If the trainer comes from the same
area, he/she can start off the process by holding the stick/chalk, then draw the
boundary of the village/parish. Hand over the stick/chalk to others to participate.
Learning Points:
- Maps can .be used to show number of households in the village, social centres
(schools, clinics, etc.), village/parish natural resources, etc. Let participants
agree on what they want their ~ap to be.
I
- Use ·as many local materials available as possible- stones, seeds, to represent
features on a map.
- The map drawn on the ground/floor can be transferred to newsprint for storage.

14
 ManUIII for Training of Instructors and Supervisors of Functiona/Audult Literacy in Uganda.
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The Men's Map The Boy' s Map -
An example of participatory maps produced by different people to represent the same situation. Note the differences
between the Men's map and Boy's map. Viewing the same situation differently can also occur depending on sex, age,
educational level, etc.

15
 Manual for Training of Instructors and Supuvisors of Functional Adull Literacy in Uganda.

4. [30 min.] fnvolve participants in drawing a calendar on the ground/floor. Ask

them to draw 12 columns which represent the 12 months in a year. The months
should be named 1, 2, 3, etc. or use local names for a month if it exists in a ·
community. Let them decide what they want to analyse annually. Is it diseases
occurrence? hunger? price changes of crops? rainfall? If it is rainfall for instance,
start with the wettest months·in the year. Agree on the symbols you are to use for
quantifying amounts of rainfall (stones, seeds, etc.). More rainfall in a month
means more of these symbols in that particular month than that one with less
rainfall.
Complete the calendar by allowing the local people to agree amongst themselves if
the calendar reveals the· picture as it is in their area.
Learning Points:
- Calendars can be easily constructed by the local people if the process is not
complicated by the trainer.
- Like maps, one calendar can combine various items you may want to analyse
seasonally, e.g. a rainfall calendar can be used also to show agricultural
activities and price variations of crops. So one calendar can have 3 items
analysed seasonally - rainfall, agricultural activities and price variations.
- Detennine with participants the way you will shdw the variations between the
· months. E:g. 10 stones can stand for wet months, 5 stones for moderately wet
and 1 stone for almost dry if you are analysing rainfall.

M ON1" H s 1 2 3 4 5 b 7 g 7 tO 11 12
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AGR!C.(..IL'/c.<RA-L
i I
A-cli 111 1 y I! I
i
\ II
..
I
Pl<t et?-
f,.., It.. Jj/U,

16
 Manual for Training of In structors and Supervisors of Functional Adult Literacy in Uganda .

5. [ 30 min.] Involve participants in constructing one example of a direct ranlci ng

matrix. Ask participants to choose a class of objects which is important to them
(e.g. foods- matooke, millet, maize, beans, cassava). List the criteria about these
foodstuffs like nutritive values, resistance to pests, easy storage, perishable,
resistance to weather changes. On the top row, put the different foodstuffs apart
and on the left column list the criteria. You can use different symbols to represent
the criteria already listed. Next, assign a score for each foodstuff depending on
the criteria listed like in the table below:-

Exam12le of direct matrix ranking:

Foodstuffs

Criteria Matooke Millet Maize Beans Cassava

Nutritive value 1 5 3 4 2
Drought resistance 3 4 2 I· 5
Pest resistance 4 5 2 1 3
Perishable 1 5 3 2 4
Easy storage 1 5 2 3 4
Income earning 2 5 1 2 3
Total score 12 29 13 13 21
Rank 5 1 3 3 2
The best foodstuffs according to this ranking basing on the above criteria would be
millet ~ 5 means best ~ 1 means worst.
Learning Points:
- You can use such a matrix to rank local preferences for a particular item.
- The rankings differ from group to group.
- There are other examples of matrices like preference rankings, pairwise
rankings, etc., which also have almost similar principles in construction.
6. [20 min.] In groups, ask participants to describe ways· of integrating PRA in
FAL lessons.
7. [ 10 min.] Presentations by all groups.

17 I
I
I
I
 Manual f or Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

Learning Points:
We can use these PRA tools in literacy classes in several ways;
• the drawings themselves on the ground/floor are good exercises for a beginner
in literacy classes - easing hand muscles.
• the representation of symbols on small visual cards contributes to visual
literacy.
• PRA tools are good 'eye-openers' (like maps) and good analysis tools (like
calendars, matrices). Therefore, good in analysing issues related to the
functionality of a learner.
• a lot of numeracy is involved in these tools.
• we can start with a PRA tool on the ground before discussing a generative
picture in the primer, e.g. before discussing a picture on family planning, we can
use a household map to identify families with very many children and women.

f) Assessment [ 10 min.] Ask participants to identify problems associated with

doing PRA with the illiterate.

g) Follow-up
Participants given a hand-out on PRA to read and later discuss the importance of
PRA in a FAL programme.

1.4 Gender Issues in Functionai Adult Literacy.

a) Introduction:
The FAL programme targets both men and worpen. Therefore, it is necessary to
develop a gender balanced programme by ·inte"gra:ting in it gender issues. This
topic covers:
• Gender and reason for the concern.
• Gender inequalities.
• Strategies to promote gender balance in FAL programmes.

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 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.
----------------------------------------------------------------------------------------------·----------------------------------------------------

b) Objectives:
By the end of this topic the participants should be able to:
• explain the meaning of gender and the reason for the concern about gender in
literacy programmes.
• identify the causes and consequences of gender ineq~alities in FAL
programmes.
• formulate possible strategies to promote gender balance in FAL programmes.

c) Time: 1 hour 30 minutes.

d) Learning Aids: Hand-outs on statistical figures showing gender inequalities,

charts, blackboard, newsprint, markers.

e) Procedure and Learning Points:

1) [10 min.] Write the word 'gender' on blackboard or newsprint and:
• ask participants to respond to it.
• put down all their responses.
• finally analyse them one by one and then give a definition.
• What did you learn as a boy/girl?
Learning Points:
Gender refers to the socially and culturally determined relationships between men
and women. These relationships differ according to different societies. It should
be distinguished from sex which is connected with the biological make-up of men
and women. Gender differences are not determined by nature but by society, e.g.
'women can cook food', while sex differences (which are biological) are natural,
e.g. 'only women breast-feed'.

2. [ 10 min.] Brainstorm the participaflts on the question, "Why should we be

concerned about gender?".
Learning Points:
- Past programmes have left out either men or women, thus leading to imbalance
in development.
- Both men and women have a contribution to make.
- Targeting one gender is discriminative and retards the pace of development.

19
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

3) [25 min.] Divide the participants into groups of 2- 3 persons and perform the
following tasks:
- What are the possible causes and consequences of gender inequalities in a FAL
programme?
- Propose possible strategies to promote gender balance in a FAL programme.
Learning Points:
Possible causes:-
- Cultural beliefs and practices.
- Religious beliefs and practices.
·- Socialisation process which determines one's roles in a given society.
Possible consequences:-
- Discriminatory laws and roles.
- Fewer educated women.
- Fewer women in positions of influence.
- Economic inequalities.

Strategies to promote gender balance in a FAL programme:

- Have a gender sensitive syllabus/curriculum and other learning and teaching
materials.
- Supervisors and Instructors should be gender-sensitive.
- Sensitise the community on the effects of some socio-culturaVreligious
practices.
- As much as possible, priority should be given to girls and women; every effort
should be made to make all men and women gender-sensitive.

f) [ 5 min.] Assessment:
Ask 2 or 3 participants to list three causes of gender inequalities at the following
different levels and what could be done about them; at the family level and
community level.

g) Follow-up:

- Read hand-out on gender issues.

- Each participant observe and note the different occasions when gender relations
are not proper and think of a possible solution, trying out whatever is possible.

20
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

Unit Two: Facilitating Adult Learning.

Purpose:
This Unit is to enable the functional adult literacy instructors and supervisors to
appreciate the methods which are being recommended for the adult literacy
activities. it is to help them know that methods are in response to the
characteristics of adult learners. It is also to give them a practical structure for
adult learning and introduce them in a general way to the various methods and
techniques of helping adults learn.

2.1 Characteristics of Adult Learners and Qualities of a

Good Instructor.
a) Introduction:
Many adult literacy programmes often teach adults in the same way as children are
taught. This topic highlights the most important characteristics of adult learners as
well as qualities of a good instructor which must be borne in mind while handling
adults in training programmes.

b) Objectives:
By the end of the topic, the participants should be able to:
• describe the main characteristics of adult learners.
• identify the qualities of a good instructor.
• explain the implication of applying each characteristic.

c) Time: 1 hour 30 minutes.

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 Manuolfor Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

d) Learning Aids: Hand-outs on characteristics of adult learners, newsprint,

blackboard, markers, chalk, role cards, etc.

e) Procedures and Learning Points:

1) [30 min.] Ask the participants to identify the characteristics of adult learners.
Learning Points:
Some characteristics related to an adult as an individual:
- slowness in learning.
- hate being blamed or ridiculed.
-forgets quickly.
- requires recognition and respect.
- tends to be shy.
- needs to be acknowledge d.
-loses temper quickly ..
- needs closer and personal attention.
Those related to the adult's experience:
- Has a lot of knowledge through past interactions.
- Prefers to be involved in planning activities.
- Prefers to share, exchange ideas and experiences.
Those related to what should be learned:
- Prefers to learn things related to key interests.
- Requires learning for quick results.
- Cannot sustain learning interests for longer time.
- Prefers to learn new areas and skills.
Those related to time when different activities are performed:
- Prefers to learn things related to current concerns.
- Likes to learn those things that do not hinder current concerns.

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 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

To be able to facilitate well, the necessary attitudes and skills are vital.

(Adapted from UCBHCA: Training of Facilitators Manual).

23
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

It is essential for the trainers to have an open and friendly relationship between
themselves and the learners based on respect and equality. This brings about an
atmosphere of respect, acceptance and encouragement where people feel free to ask
questions and share ideas.

This creates an atmosphere which makes learning interesting and worthwhile and
also encourages the learners to decide what topics to discuss. In this way, the topics
discussed are relevant and useful to the learners.

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 Manual f or Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

2. [40 min.] Use two role plays followed by a discussion.

Role Play One: Have one participant to act as an instructor with 'a group of
learners' in class. Let him/her be rude to and disrespectful of the adult learners.
Instead of learning from the experience of learners, he is totally negative of their
contributions. The learning situation should be very poor indeed - poor physical
structure, poor seating arrangement, etc.
Role Play Two: Another participant plays the role of a good instructor - ready to
share with the learners in what they contribute, is respectful, asks them what they
want to learn, and abides by the previous characteristics already mentioned in the
brainstorm.
Then have a discussion on the best learning situation conducive to adult learning
based on the two role plays.

Learning Points:
. I

Instructor must develop qualities such as being:

knowledgeable about the subject matter.
- able to set a conducive physical learning environment.
- well-dressed, composed and approachable.
- audible and uses simple language.
conversant with the learners' needs and problems.
- able to improvise learning materials and equipment.
- able to use participatory techiliques of instruction.
- able to have positive attitude towards development of the community.

f) [20 min.] Assessment:

Participants are asked how the mentioned characteristics facilitate or discourage
adult learning.

g) Follow-up:
Ask participants to design tools (personal assessment forms) which they will use
injmprovin~ their performance like the one below:

25
 Manual f or Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

Date:
Name of Instructor:
Class: No. of Learners:

Audibility or Clarity Good Fair Poor

•
Time consciousness Good " Fair .Poor
•
Personal appearance Good " Fair Poor
•
• Know ledge of Subject matter Good
" Fair " Poor
" Involving participants Good Fair Poor
"
2.2 Methods and Techniques of Helping Adults
Learn:
a) Introduction:
A facilitator makes a choice of a method to use in a given situation depending on a
number of factors that determine which method is suitable and which is not. It is
useful for a facilitator to be able to use a variety of methods so as to make an
appropriate choice for every situation. This topic will for this reason introduce a
number of methods suitable for adult learners, taking into account factors affecting
the selection of each method.

b) Objectives:
By the end of this topic, the participants should be able to:
• Describe the various methods of helping adults learn.
• Identify the advantages and disadvantages of each method.

c) Time: 2 hours 10 minutes.

d) Learning Aids: Newsprint, markers, blackboard, chalk, diagram showing

how participatory different methods are.

26
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

e) Procedure and Learning Points:

1. [20 min.] Brainstorm on the methods known to the participants. Then
facilitator presents the other methods not mentioned by the participants followed
by a short discussion.
Learning Points: Some of the likely methods of instruction are:
Lecture method, Group discussion, Case study, Demonstration, Role play, Study
visit, Brainstorms, Buzzes, Story-telling, Simulation.

2. [40 min.] Participants go in groups of 5-7 to work on the following task:

"What are the advantages and disadvantages of facilitating adults to learn?"
Learning Points:
(i) Lecture Method:
A straight talk without much interruption. Often used when introducing new
subject matter or when the audience in large enough. A lecture should be of 30
minutes or less and it should be followed by any of the other techruques listed
below.
Advantages: Disadvantages:
- Less time consuming. - Less participatory.
- Covers large audience. - Can be boring if long.
- Good for introducing new subject. - Does not lead to discovery.

(ii) Group Discussion:

A face-to-face conversation or deliberation on a subject of mutual interest among
two to 15 people who know one another. Sharing or exchange of ideas and
information [Link] amQng the members under the guidance of a leader.
This technique emphasises participation of the members - who should be given
adequate time and guidance during the discussion. Groups help to digest the ideas
introduced through the lecture technique.

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 Manual f or Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.
--·------------------------------------------------ ------------------------------------------------------------------------------------------------

Advantages: Disadvantages:
- Participatory - Time consuming.
- Learning interesting. - Requires more preparation.
- Generates ideas. - More resources/materials used.
- Promotes interaction.

(iii) Case Study:

· Is a written or verbal presentation which is used to illustrate or make clearer
theoretical points which are introduced to the learners during a lecture.
Advantages: Disadvantages:
- Stimulates more examples. - Difficult to prepare cases.
- Guides in a discussion. - May offend some participants
unknowingly.

(iv) Demonstration:
Is a technique that is applied by an instructor to explain how skills in handling
certain materials and equipment are acquired. It involves a pre-demonstration
when materials are prepared. It is followed by a post-demonstration when the
trainees attempt to practice the skills acquired.
Advantages: Disadvantages:
- Very practical. - Difficult to prepare ..
- Appeals to all senses of a person. - Time consuming.
- Brings participants nearer to reality. - Demands a lot of resources.
- More rewarding.

(v) Role Play:

Is used in training when learners are given specific roles to play which depict a
certain character that is important in behaviour changes.
Advantages: Disadvantages:
- Very practical. - May offend the shy.
- Creates awareness. - Messages may be distorted.
- Stimulates learners. - Not easy to prepare.

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 Manual for Training of Instructors and Supervisors of Functional Adult [Link] Uganda.

(vi) Study Visit:

Is used when participants are taken out for observation to live cases. For example,
farmers from one village are taken to a .Farm Institute. The visit is followed by a
discussion.
Advantages: Disadvantages: .
- Stimulates learning. - Expensive.
- Brings out challenges. - Time consuming.
- Very practical.
- Breaks monotony of classroom.

(vii) Simulation:
Is used when participants are due for practice. Participants are asked to try out
any or all the other methods under the guidance of a trainer.
Advantages: Disadvantages:
- Most practical o~ all methods. - Time consuming.
- Strengths and weaknesses are - More materials used.
identified.
- Easy to correct weaknesses.

3. [40 min.] In plenary, groups present their work.

4. [5 min.] Wrap up. Choiceof a method to use depends upon its advantages
and disadvantages that have been identified.

t) [20 min.] Assessment:

Present the following diagram and participants complete it.

29
 Manrmlfor Training of Instructors and Supervisors of Frurctionnl Adrdt Uterary in Uganda.

Participatory Learning

·T}aihe
- L,..-~1...---
_~...---a--

.. L---a...-...-
·.
'
a...- a.-,_..
-~ .
-L--""'" ..
~~

L,...-1.---
_a....--

- -
-L,...--

-- -

.:_
,.
Learner
I I I I I I I
I

Lecture Brain Buzz Study Role Group Case Demons- Simula-

storming groups visit play discussion study tration tion

(Adapted from CEDPA)

llilll Level of participation by Trainer.

~ Level of patticipation by Learner.

~: The Lecture is the least participatory (least learning) and Simulation is the most participatory (most learning)
to the learner.

30
 Manual for Training of Instructors and Supervisors of Functional Adtclt Literacy in Uganda.

g) Follow-up:
Ask participants to design an assessment form which they will use to assess how
participatory a given method is.

LEVEL OF LEARNERS DURATION PREPARATION

NAME OF METIIOD
PARTICIPATION
High Medium Low High Medium Low High Medium Low

Lecture ....j ....j ....j

'
Brainstorming
" "
....j

Buzz Group
"
....j

Study visit ....j ....j

Roleplay
Group discussion
Case study
""
....j "" " " " ....j

Demonstration
""
....j

Simulation ....j
"
2.3 Communication Skills to Help Adults Learn.
a) Introduction:
To be effective, instructors need to know the right information to pass on to their
learners. But just as importantly, they also need to be able to communicate this
information and help adult learners in their daily learning situations. Good
communication is a two-way sharing of information. It involves finding out
people's views, listening carefully to what they say and understanding their
situation.

b) Objectives:
By the end of this topic, the participants should be able to:
• describe the skills that contribute to effective communication.
• mention the medium and barriers to effective communication.
• demonstrate methods for good communication.

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 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda .

c) Time: 1 hour 15 minutes.

d) Learning Aids: Newsprint, markers, manila strips, illustrated hand-outs on

information overload, prepared short message to start off the whispering exercise.

e) Procedure and Learning Points:

1. [10 min.] Get some participants to sit in a circle. Let the first person in the
circle whisper a message to the person on his/her right hand side (so that no one
else can hear). The person who has just received the message whispers the
message that he/she heard to the person on his/her right. The process continues
until all have whispered the message to the person on their right. When it arrives
back to the original sender of the message, that person states what he/she has just
received as a message and also the original message that was sent.
Learning Points:
Communication can be changed from the original message if:
- People are not listening well.
- Hearing is not good.
- Language is different.
- The topic is not known.

2. [10 min.] Put up the following list of words (one set at a go) and ask
participants to write what they remember in 30 seconds for each set.
Sfi1. Sn.1 Sn..1
HET CAT THE
CTA THE CAT
TEA THE ATE
TEH ATE THE
ART RAT RAT

Leaming Points:
- You will realise that column 3 (set 3) will be the easiest for the participants and
column 1 the hardest. Why is this so?
- We should always use well-known words and any new words should be
carefully explained. Use short sentences and preferably in the local language.

32
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

3. [20 min.] Ask participants to go into groups and discuss Mr. Byaruhanga's
Communication Skills:

33
 Manual for Training of Instructors and Supervisors of Functional [Link] in U!Jcnda.

Learning Points:
- Avoid information overload. It is better to emphasize a few essential, easily
remembered points.
- Present information in a logical way and check whether the person understands
what you are communicating by asking open-ended questions, active listening
to what they say and repeating their responses.
- People believe you ~y what you do, not by what you say.

4. [ 15 min.] Present two situations about HIVI AIDS. In one, just tell
participants that you can get AIDS from many sexual partners, blood transfusion,
breast-feeding, etc.
In another situation, present this information together with the posters available on
the spread of HIV/AIDS.
Ask participants to discuss what was the most effective way of coinmunicating the
information about HJV /AIDS.
Learning Points:
- When communicating to people, make sure that you attract more than one sense
of the receiver.
- Message which is not only heard, but also seen, felt and tasted will be easily
remembered by the receiver.
- A channel (media) of communication that appeals to more than one sense is
good for communicating message (compare a Television and Radio).

f) Assessment: [20 min.]

Ask participants to answer the following:

• What can you do to be clearly understood?
• How do you know that someone has understood what you have communicated?
• What are the common communication barriers?

g) Follow-up:
Give participants hand-outs on communication skills and channels of
communication to be read later.

34
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

Unit Three: Facilitating Functional Adult

Literacy Classes.
Purpose:

This Unit is to enable the functional adult literacy instructors and supervisors to
understand the notion of facilitating functional literacy classes.

3.1 Introduction to Functional Adult Literacy

Materials.
a) Introduction:
Functional literacy materials include copies of learners' primers, follow-up readers,
teachers' guides to primers, teachers' guides·to follow-up readers and the
curriculum. The instructor as well as the supervisor should take note of the key
features of the primer and the instructions for their use.

b) Objectives:
By the end of the topic, participants should be able to:
• Describe the use of the different functional literacy materials.
• Demonstrate the skills in using these materials.

c) Time: 1 hour 25 minutes.

35
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

d) Learning Aids: Primers, Instructor's guide, follow-up readers, blackboard,

newsprint, markers.

e) Procedure and Learning Points:

1. [5 min.] Distribute the materials ensuring that each participant owns a copy of
the different materials.

2. [60 min.] Observe and discuss the main features of the curriculum, primer,
teacher's guide, follow-up reader, teacher's guide to follow-up reader.
Learning Points:
- Curriculum is divided into columns showing programme area, theme,
objectives, content (units and topics), suggested activities and materials.
- Teacher's guide to primer gives steps to be followed by the instructor and also
gives local examples that can be quoted during session.
- Follow-up reader is more detailed in reading, writing and numeracy but has the
same steps as are in the primer.
- The primer is the first handbook for a literacy learner. It includes generative
pictures and sentences, construction of syllables and meaningful word.s from the
syllabic families and simple numeracy.
- In case you come across a ·t opic which is not covered in the primer, use the
curriculum, follow the steps that are highlighted in the primer and then teach it.

0 Assessment: [20 min.]

Ask participants to identify the relevance ofFAL materials to their work.

g) Follow-up.
Ask the participants to study the main features of the FAL materials and indicate
how they will be using them.

36

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 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.
_........................................................................................................................................................................................................................................................................................................................ ..

3.2 Preparing to Facilitate a Literacy Session:

a) Introduction:
It is necessary to examine the basic steps and skills required in facilitating a·
literacy session. This topic addresses the necessary preparations that the
instructor must do before facilitating adult learning.

b) Objectives.
By the end of this topic, participants should be able to:
• prepare a lesson plan.
• demonstrate the skills for developing support (instructional) materials
of their own.
• appraise the lesson plan.

c) Time: 2 hours.

d) Learning Aids: Samples of various lesson plans, manila/newsprint, markers.

e) Procedure and Learning Points:

I. [ 10 min.] Trainer gives out different samples of lesson plans, lets instructors
form groups and discuss the main features of literacy lesson plans.

2. [ 10 min.] Group presentations of their findings.

Learning Points:
The main features of a lesson plan include a title_ ~f the lesson (topic), objectives
of the lesson, key words or sentences for litenlcy,~methods of instruction,
instructor's and learner's activities. materials (learning aids), evaluation and time
taken for each activity.

3. [50 min.] Ask participants to identify the resource materials tor preparing a
lesson plan and draw up one.

37
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

Learning Points:
Preparing a lesson plan:
- Identify the topic to be taught.
Refer to the resource materials for relevant objective, summary of activities,
time taken, materials and methods to be used and evaluation (remarks).
Consider the type of lesson appropriate for each topic, e.g.
- practical lesson for skill teaching.
- practice lesson for skill strengthening.
-revision lesson for checking on learner's perception.
Consider aids to use such as pictures, posters, visitors or resource persons.

4. [40 min.] Prepared lesson plans are displayed and feedback (appraisals) given
in a participatory manner.

Learning Points:
Participants note whether the lesson plan is addressing the following:
- having specific, achievable, measurable and time bound learning objectives.
- proper participatory methods of learning.
- good audio-visual aids.
- key words suitable for literacy.
- numeracy work integrated with literacy.

t) Assessment: [1 0 min.]

Let participants critically analyse the various lesson plans made by the different
people.

g) Follow-up:
Ask participants to prepare lesson plans individually on topics of their own choice
to be displayed later.

38
 ManJUJlfor Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

3.3 Conducting Classes Using Functional Literacy

Methods and Materials.
a) Introduction:
New. methods and materials have been developed to enable learners develop skills
which are useful in their life situations. It is important that these methods and
materials be used.

b) Objectives:
By the end of this topic, the participants should be able to:
• Conduct an adult literacy class.
• Assess the class performance.

c) Time: 1 hour 40 minutes.

d) Learning Aids: Blackboard, resource materials, lesson plan.

e) Procedure and Learning Points:

1. [90 min.] The trainers arrange both the instructional and supportive materials
relevant for the particular class/session, and use the trainees to demonstrate (a
simulation exercise).
Learning Points:
Steps in actual facilitation:
Generative picture (e.g.- of food) is used to generate discussion among learners
who study the picture very critically. Questions asked may include:
-What do you see in the picture?
-Why do you produce food?
- How can you produce surplus food?
- What skills do you need?
- How can you preserve food?
- The literacy instructor introduces a sentence. He/She reads out loudly.
Learners repeat after him/her. He/She writes sentence on the blackboard.
Learners write the sentence after him/her.

39
 Manual f or Training of Instructors and Supervisors of Functional Adult Literacy in Uga{lda.

Isolating vowels:
- Instructor isolates the vowels in the sentence.
- Forming words from syllables.
-Instructor guides learners to form words repeatedly, e.g. ba baa, bi bii,
using consonants with one or two vowels.
- Learners are guided in reading, writing and integrating with numeracy.
- Instructor guides learners in holding chalk and pencil as they-practice
to write.

f) [ 10 min.] Assessment:
Ask participants to answer the following questions:
- What have you liked in this session and why?
- What haven't you liked in this session and why?

g) Follow-up:
Ask participants to go and prepare lesson plans of their own.

3.4 Setting Climate:

a) Introduction:
Climate setting for a learning session includes the processes that are put in place
before a session begins. Therefore, instructors have to include climate setting as
part of their class work.

b) Objectives:
By the end of the topic, participants should be able:.to:
• identify the necessary arrangements required in a class before a session begins.
• analyse the importance of having a conducive learning environment.

c) Time: 1 hour.

d) Learning Aids: Newsprint, markers, blackboard, chalk, hand-outs, etc.

40
 Manual f or Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

e) Procedure and Learning Points:

I. [ 10 min.] In a buzz session, ask the participants to explain what they
understand by the term "climate setting". Or, ask them, "What did you do on the
first day before real training began?
Learning Points:
Climate setting involves all that is done to ensure that a planned activity goes on
well at that particular moment. For example, before a training workshop begins,
participants need to know each other, set their expectations, norms and do trust
building.
2. [20 min.] Tell a story:
Mr. Muluti is a literacy instructor in Buwuni village. He has other commitments
as a market revenue collector in the parish. Since he is one of the few 'literate'
members in the village, he was selected to teach literacy. Due to his many
commitments, Mr. Muluti always an-ives when it is just about time to teach and in
other instances, he has been able to make it after participants have arrived. Mr.
Muluti constantly apologises to the learners before commencing with literacy
teaching.
Discussion:
(i) What did you hear in the story?
(ii) What is happening?
(iii)Does this problem occur in our experience?
(iv) What problems is Mr. Muluti likely to face in conducting his sessions?
(v) How will the literacy learners react after some time?
Learning Points: (Possible responses)
- There is little or no time for Mr. Muluti to do the necessary an-angements before
a session begins.
- Mr. Muluti is likely to have a disorganised class - poor sitting arrangement, not
aware of the learners' personal problems, .poor session conducted, etc.
- Learners likely to drop-out soon.

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 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.
------------------------------------------------------------------------------------------------------~------------------ -- -----------------------

3. [15 min.] Ask participants to complete the following statement;

"Before a learning session begins, the following arrangements should be made;
a) ----------------~----------------
b) ----------------------------~
c) ----------------------------------

The complete list should be put up after participants have given their inputs.

Learning Points:
- A good learning environment must be created, e.g. clean and well-kept
classroom, quiet and secure from unnecessary intruders, far away from drinking
places, etc.
- Learning materials and lesson plans must be availed.
- If it is the first day of the literacy classes in the community opinion leaders
should be invited to launch the class officially.
4. [ 10 min.] Brainstorming session; "Why is it important to have a conducive
learning environment?"
Learning Points:
- Adults sacrifice a lot of their valuable time. Therefore, they need a cbnducive
and attractive learning environment.
- A conducive learning environment eases work for the instructor.

f) Assessment:

[5 min.] Ask participants describe Lhe problems associated with poor setting of
the learning climate.

g) Follow-up:
Participants to read the hand-outs on climate setting and indicate how this will
help them irt literacy instruction.

42
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.
--------------------------------------------------------------------------------------------------------------------------------------------------

Unit 4 Organising and Managing

Functional Adult Literacy
Programmes:
Purpose:
This unit is to enable the supervisors and Instructors to know how to plan and
manage FAL programmes in the communities.

4.1 Planning FAL Programmes:

a) Introduction:
Practically everyone will agree that FAL programmes can be more effective if they
are properly planned. Therefore, FAL Instructors and Supervisors should know
how to plan as well as to organise and manage FAL programmes.
This topic covers:
• the steps to be followed in planning FAL programmes.
• the skills required for community mobilisation.

b) Objectives:

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

• list and explain the steps to be followed in planning FAL programmes.
• describe the skills required for community mobilisation to support FAL
programmes.

43
 Manual f or Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

c) Time: 1 hour 40 minutes.

d) Learning Aids: Blackboard, chalk, manila or newsprint, markers, masked

tapes.

e) Procedure and Learning Points:

1. [ 10 min.] Ask the participants to brainstorm on the meaning of the word
"planning" and allow a short discussion.
Facilitator's Wrap-up:
Planning is a deliberate effort. It involves following certain stages and applying
some skills.
2. Ask the participants to form groups of 5 to 7 persons. Facilitator issues the
following tasks:
(a) [30 min.] Identify the steps you would follow in introducing FAL in your
communities.
• Consultation and sensitisation of the community members .
• Holding formal meetings with the community.
• Formation of Literacy Committees.
• Identifying relevant information about the community.
• Identifying FAL venues, materials, equipment and instructors.
• Training FAL instructors.
• Writing workplan for FAL activities.
• Follow-up.
(b) [30 min.] Identify the skills you would apply during community mobilisation.
' .
Organizational skills. Ability to:
- think of ideas, problems, etc. that can be discussed.
- think of different activities for the community.
- reach individuals who can perform needed activities in the community.
- persuade people to accept responsibi~ities.
- get reports of activities.

44
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

(c) Meeting skills. Ability to:

- think of matters for discussion.
- think of and check the right venues for meetings; time for meetings and dates
for meetings.
- point out the right persons to chair meetings and take notes of key issues of
the meetings.
- point out the problems that a chairperson faces, e.g. not giving equal
opportunities for members to air their views.
- reach a resolution.
- ask members to vote where there is no consensus.
- remind members to write key points of the minutes.
(d) Interviewing skills. Ability to:
- identify factors to guide data collection.
list questions to ask.
make appointments.
visit homes and offices early.
ask questions clearly one-by-one and probe where necessary . .
listen to responses.
record the responses.
summarise records.
(e) Communication skills. Ability to:
- prepare points/ideas to talk about.
- use the right media for transmitting messages.
- respond politely.
- be confident and humorous.
- use simple language.
- use illustrations to describe what is to be said.
- give examples of what is being described.
- seek feedback from the partners.
(f) Participatory Planning skills. Ability to:
- Ask members state their interests freely.
- Ask members to state their needs, problems.
- Ask members explain how their problems affect them.
- Ask member to identify the main needs.

45
 Manual f or Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

- Think of ideas to solve the problems.

- Think of projects to be undertaken.
- Identify different resources needed by each project.
- Identify the objectives, activities, etc. of the projects and write out its plan.
(g) Follow-up skills. Ability to:
- think of issues that need to be assessed.
- agree on new strategies to be applied in future assessment.
- identify time and dates for future assessment.
- think of resources for assessment.

Facilitator's Wrap-up:
[ 10 min.] The steps and skills provided above should only act as a guide. The
facilitator should ask the participants to identify more steps and skills that may be
applicable to their own situations.

f) Assessment:
[20 min.] Ask each participanuo write down the most important steps in planning
and community mobilisation skills to be ~hared.

g) Follow-up.
Ask the participants to think of the activities they will carry out when planning
FAL in their communities.

4.2 Org~nising a FAL Class:

a) Introduction:
When people are properly selected and guided through the literacy cycle they can
continue to learn. This topic covers the criteria for selecting participants for FAL
classes and the factors required in motivating adults to continue learning.

b) Objectives:
By the end of this topic the participants should be able to:

46
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

• Identify the criteria for selecting participants for FAL classes.

• Identify the necessary activities learners can perform in FAL classes.

c) Time: 1 hour 30 minutes.

d) Learning Aids: Blackboard, chalk, newsprint, markers, masking tape.

e) Procedure and Learning Points:

1. [40 min.] Ask participants to brainstorm on: What type of people would be
enrolled in a FAL class? What criteria could be used for selecting them?
Put their ideas on the blackboard or newsprint and allow a short discussion.
Possible criteria for selecting learners:
- Interest in being literate.
- Commitment to get rid of illiteracy in their community.
- Ready to learn together with others.
- Ready to assist other learners to learn better.
- Share experiences.
- Respect other learners and their peculiarities.
- Learn what they are ready to apply at home, _etc.
- Come for classes regularly.
- Pay contributions to sustain the literacy class.
- Buy pens and books.
- Plan group and individual projects.
- Participate in assessing progress.

2. [30 min.] Ask each participant to suggest one or two activities learners would
perform in a F AL class.
Possible responses:
- Cleaning venue.
Taking custody of learning materials.
, Constructing learning shelters.
Assessing the FAL class performance.
- Mobilising more learners. ; ·

- · Contacting other key players in the community.

47
/
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

f) Assessment:
[10 min.] Ask the participants to give reasons why learners should be carefully
selected.

g) Follow-up:
Ask the participants to indicate how they would reduce high drop-out rates in FAL
classes in future.

4.3 Management Functions Applicable in FAL

Programme
a) Introduction:
For every FAL class to succeed, different management functions must be carried
out. This cans· for identification of the different management functions to be
carried out at the most appropriate time.
This topic covers the description of the different management functions that must
be carried out to make FAL classes effective.

b) Objectives:
By the end of this topic, the participants should be able to:
• Explain what they understand by the terms 'Management' and to 'manage' .
• Identify different management functions required in FAL programmes.

c) Time: 1 hour 45 minutes.

d) Learning Aids: Blackboard, chalk, newsprint or manila, markers,

masked tape.

e) Procedure and Learning Points:

1. [ 10 mif}.] Let the participants brainstorm on the words to "manage" and
"management" and write them on the board or newsprint.
Possible responses:

48
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

To manage means:
- to be in charge of.
- to succeed in doing something.
- to get things done.
Management means:
- control and organisation of, e.g. a business.
- all those who control a business enterprise.
- a process of getting things done.
- a strategy of dealing with people.
- a strategy of making people to do work.
2. Role play on: "Problems faced by a chairperson who does everything in a
meeting".
[ 30 min.] The facilitator asks a group of 5-7 members to be in a "meeting"
He asks one prepared participant to be a chairperson and to do everything.
• The participants are later asked to identify the problems the chairperson
committed.
• Key problems in the participants' responses are noted.
Possible Responses:
The chairperson:
- dictated ideas throughout the meeting.
- conducted the meeting in a hurry.
- recorded minutes himself.
- talked unnecessarily.
- involved few members in the discussion.
- could not reach consensus.
- was his own time-keeper.
- avoided putting issues to voting where consensus could not be reached.
A short discussion should follow to analyse the outcome of the 'meeting' and
possible lessons learned.

3. [45 min.] Using group discussion, ask the participants to identify key
functions they would carry out on any of the following events:

49
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

- a visit by the Resident District Commissioner (RDC).

- a wedding ceremony.
- a visit by a Community Development Officer to Literacy Classes.
Possible responses:
• Organising/planning activities.
• Delegating responsibilities or issuing commands.
• Co-ordinating activities.
• Controlling - issue instructions, recewe feedback - issue instruction again a
process.
• Supervision
- identifying problems/successes.
- helping to resolve the problems.
- educating on future course of action.
• Assessment and reporting.
The participants present their ideas during the plenary.

Wrap up:
Participants should understand that it is necessary to allocate tasks to ~ach
member and have them done in time.

f) Assessment:
[20 min.] Ask each participant to write down one reason to show the importance
of management in life.

g) Follow-up.
Ask the participants to indicate how they will apply the knowledge and skills from
this session in their work.

50
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.
•• ~.- •• --------------------- --- ------------------------------------------------ - ----------------------------- - --- - ----- oo:-- --- -- -------------------

Unit Five: Integrating Functional Adult

Literacy with other Programmes
Purpose:
In the course of learning the skills and knowledge of literacy, adults do inevitably
perform a number of activities related to programmes of other key players. Such
programmes promote FAL on one hand and on the other hand,

the acquired knowledge and skills of literacy are expected to lead to improved
performance in those activities. In addition, some of those activities support the
learning process such as in the provision of learning materials and other
production inputs This unit is therefore intended to guide the learners _in the
process of integrating literacy knowledge and,skills with other on-going
programmes.

5.1 Integrating Functional Adult Literacy with

Other Key Players Programmes.
a) Introduction:
Adult learners are not alone in the development process but have other
individuals/organisations with whom they collaborate .
51
 Manual fo r Training of Instructors and Supervisors of Functional Adul~ Literacy in Uganda.

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 on page 53.

52
 Manual for Training of Instructors and Supervisors of Functional Adu/1 Literacy in Uganda.

A Relationship Map.

£;(teps1on
Workers

Ch1ef.s/ Health
Elders Centres

8u.:;1r,ess
Centres
e.g. shops
and
factories

FAL
Programme Community
Centres

LC.s
CLocal
Councils)

Churches

Schools Mosques

53
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

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.

54
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

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.

t) 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.

5.2 Integrating Functional Adult Literacy into

Income-generating Activities.
a) Introduction:
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.
55
 Manual for Training of Instructors and Supervisors of Functional Adull Literacy in Uganda.

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.

b) Objectives:
By the end of the session, the participants should be able to:-
- identify the criteria for selecting viable income-generating activities
- list the requirements necessary for successful management of income-
generating activities
- mention at least 2 literacy skills that can be applied to 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 minutes1 At the market, Jessica is selling her beans. She measures a number
of cups [35] 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
agam.
Facilitator's Questions:
a) What was happening in the case study?
b) Does it happen in your community?
c) What is the problem?
d) What causes it?
e) What are its consequences?
f) What would you do to solve it.

56
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

Possible responses:
a) Woman is fruling to count the measurements of beans.
b) Inability to count (especially many figures)
c) Crude units of measurement,
- illiteracy,
- poor memory.
d) Cheating,
- business collapse,
- frustration, loss of confidence,
- inferiority feelings.
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 thaf activity".
[35 min.] Facilitator or each buzz group puts the group responses on newsprint or
blackboard. These are then discussed by the bigger group.
Possible responses:
What guided in selecting the activity:
• demand for the product/services.
• market availability.
• availability and amount of capital required.
• profitability of the activity.
• ease of transportation and storage.
• availability of other raw materials

Step 3:
[30 m in1 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.

57
 Manual fo r Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

Possible responses:
Requirements for successful management of income-generating activities.
The promoter should:
- be prepared to take risks.
- have foresight.
- be resourceful.
- be profit-minded.
- have effective use and control of resources.
- be disciplined and enjoy good public relations.
- practice good book-keeping.
- put in place effective management structures, e.g. project committee.
- work hard.
- be market-oriented.

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
- Counting
- Listing business stock/requirements
- Reading weighing measurements
- Writing business letters and project proposals/applications
- Reading a receipt
- Identifying different currencies and denominations (20/- note, 100/- note, etc.)
- Calculating daily sales.
- Measurement of weights, lengths, capacity.
- Writing contracts.
- Reading calendars.

58
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

Wrap-up.
Most businesses have cq_Ilapsed 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.

f) Assessment:
[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.

g) Follow-up:
Identify a viable income-generating activity to be undertaken individually or in
groups.

5.3 Integrating Functional Adult Literacy into

Labour/Energy-saving Technologies
a) Introduction:
Literacy skills are expected to improve the learners' performance in labour/energy-
saving technologies. The present technologies in most households do not use
labour/energy-saving technologies. As a result a lot of time and resources are
consumed and this in turn puts a strain on functional adult literacy programmes.
This topic is therefore intended to enable the participants think through a number
of appropriate technologies and be able to relate them to the functional literacy.

b) Objectives:
By the end of the session, the participants should be able to:
• describe the different types of labour/energy-saving technologies.
• identify the problems solved by labour/energy-saving technologies.

59
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

• mention at least 4 advantages of using labour/energy-saving technologies.

• explain ~e relationship between functional adult literacy and labour/energy-
saving technologies.

c) Time: 1 hours 40 minutes.

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

chalk, drawings of some of the known technologies, e.g. improved mud-stove, a
crib.

e) Procedure and Learning Points:

Step 1:
[ 15 min.] Facilitator introduces a role-play of a woman telling her children to rush
to the well for water after a heavy downpour.
[Link]~tor poses questions about what the problem is in the role-play, its
causes and possible solutions. This is followed by discussion and where possible
participants agree on the problems, its causes and solutions.
Possible responses:
Problem:
• No water source nearby.
• No facility for tapping rain water.
Causes:
• Lack of awareness/exposure .
• Poverty.
Solution:
• Awareness creation about water technologies.
• Training about a number of rain-water harvesting technologies.

Step 2:
[10 min.] Facilitator brainstorms participants on what they understand by
labour/energy-saving technology. Key ideas in participants' definitions are
identified.

60
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

Possible Responses:
A labour/energy-saving technology refers to ideas, methods and techniques that
encourage economising the use of labour/energy resources so that there is a
reserve for future use.

Step 3:
[30 min.] In a buzz session of 2 or 3 persons, participants are asked to identify
the activities they usually carry out and the technologies applied. Where
technology is unsatisfactory, an alternative should be proposed.
The responses are presented and discussed.

Possible responses:
Current
Tech- Proposed alternative
nology Satisfactory Technology
Activity used
Yes No

I. Food production. • Manuring.

• Mulching.
• Ox-ploughing.
2. Food storage. • Cribs.
• Covered pots .
• Cupboards.
3. Food preparation. • Improved stoves.
• Steaming (oluwombo)
4. Water harvesting. • Water tanks.
• Protected tanks.
• Protected springs.
• Charcoal filters.

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 Manual f or Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.
-----------------------------------------------------------------------------------------------------------------------------------------------·--

Current
Tech- Proposed alternative
Activity nology Satisfactory Technology
used
Yes No
- -

5. Water collection. • by use of bamboo

ptpes.
• wheelbarrows .
• bicycle .
• donkey .

6. Water storage. • water jars, pots, tanks .

7. Food preservation. • drying .

• chemicals .
• salting .

8. Light in homes. • biogas .

• beeswax, candle
• ventilation
• windows

9. Building and cleaning • bricks (sun-dried,

the home. burnt)
• iron sheets
• planting grass in the
compound.

10. Health animals. • racks .

• animal house .

11. Transportation of . wheelbarrows and local

goods & services. stretches.

Step 4:
[ 10 min.] Facilitator then displays the following pictures for discussion.
Participants comment on the use of such technologies and the extent to which they
are labour/energy saving.

62
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

Portable Solar Food and Crop Dryer

(Dries and disinfests food and crops prior to storage)

63
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

Description: This is a portable version of the SOLAR FOOD AND CROP

DRYER. It consists of a double-walled box structure of wooden construction,
literally a box within a box. The 6cm. annular space between the outer and inner
walls and the 6cm. double bottom space is packed with suitable insulating material
such as dried grass. External dimensions are 2.6m x 1.2m x 0.20m. the dryer is
supported l~cm. above ground on four legs. Air inlet holes are provided in the
bottom by dJ;illing through battens which support the inner box. Air outlet slots
are cut in the upper edges of the long sides of the box. A cover and drying trays
are used.

64

/
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.
--------------------------------------------------------------------------------------------------------------------------------------------------

\
'! ~--._. -·11
t
I \ : --0
(:.J: ~
I - •

-- .. 1 ·:·.
• I " • y .,. •• ••

·· . ···.-; . ... ... . : .......

Maize Crib
(Temporary storage and post-harvest drying for maize on-the-cob)

Description: A large rectangular store 3.8 x 1.2m. x 1.6m. high constructed of or

bamboo wooden poles and covered by a thatched grass or hessian/cement roof in
which a 3:1 sand/cement mortar is used. Two hinged doors 1.5m. wide are
located at the front. The crib is supported 1.25m. off the ground on stilts, fitted
near the top with rat guards in the form of inverted tin cones or thorn branches.

Function: To provide temporary storage and allow post-harvest drying for maize
on the cob.

65
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.
-------40f'll·----------------------------------------------------------------------------------------------------------------------------------------

Specific Advantages: the store is constructed almost entirely from locally

available materials. No special skills are required to build the store thereby
minimizing labour costs. The store protects the maize from rain and rats and
a1lows cool ventilation. An alternative hessian/cement roof can be constructed
under skilled direction.
Disadvantages: The crib may be useful for temporary storage prior to effective
drying and enclosed storage. It is not recommended for long term storage.
Durability: The maize crib will last for several years depending on climatic
conditions and maintenance. The thatching will require renewal after about 5
years but the hessian/cement roof should last the life of the crib. The stilts can be
protected from insect damage by using cedar posts or by coating them with oil or
bitumen.
Labour Content: 10 man-days.
Tools Needed: Machete (panga), hammer for cement roof, trowel, float, scissors,
knifu. .

Materials Needed:
1) sufficient amount of bamboo or wooden poles.
2) string or wire.
3) kerosene tin tops.
4) used car tyre for door hinges.
5) grass for thatching or:
3 bags cement;
250kg sand;
16 metres hessian cloth;
1kg 2.5cm nails.

66

"--
 Manual f or Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.
--------------------------------------------------------------------------------------------------------------------------------------------------

... ::·.
. '.. ., .,..-.., . . .
'- -.' .
'' ,, .
- '
. ·.·... ..' ..... '... ... ....
- -·· , - /
/

Small Cement Water Jar

(Stores 300 litres of roof water)

Description: A thin walled container which can be built in various sizes up to

1000 litres. A circular sand/cement mortar base is .cast first and a tough, shaped . I

cloth bag is placed on the base. The bag is then packed full of sawdust, dried
grass (or other suitable filling material) to form a mould. A circular former to
provide a mould for the top opening is placed on top of the bag and a 2: 1
sand/cement mixture is then plastered onto the bag in two 0.5cm. layers leaving a
circular opening at the top. After the cement has set, the stuffing and bag are
removed and can be re-used for further jars.

Function: To provide an effective roof water catchment container or pest-proof

grain storage jar up to 1000 litres capacity.

67
 Manual f or Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

Specific Advantages: All purchased materials for construction are easily obtained
in most towns at low cost. The jar can be constructed by a trained worker in a
short time with the assistance of one unskilled labourer. The smaller water jars
can be rolled from place to place.
Durability: If properly made and cared for the jar should last for at least 10 years.
Labour Content: 3 man-days.
Tools Required: Shovel, trowel and float.
Materials Needed (for a 300 litre jar):
1) *4 metres of hessian or Amerikani cloth for bag.
2) Y2-bag cement.
3) *Strong Twine.
4) 1 bag riverbed sand (as fine as possible).
5) *Needle and thread for sewing bag together.
6) Handful of motor grease or soap.
7) *I m. of 3cm. wide galvanised metal strip.
8) 40cm. heavy wire for jar lid handle.
* can be used repeatedly.

68
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda .
.... ---------------------- ..... ------------------
-- ~· -- --------·--- ..... ----------------------------------------------------------------------------------

..
I
'
/ ...
"
(
...'. '
,_
I

...
.....

-
Large Cement Water· Jar.
(Stores 2,500 litres of roof water)
I
I

Description: A thin walled container which can be bui It in various sizes up to

I 0,000 litres. A 30cm. deep foundation is filled with ~rushed rock and a 5cm.
concrete slab is cast on top. A tough, shaped cloth ot hessian bag is placed on the
base and filled with sawdust, dried chopped grass (or other suitable material) to
form a mould. A circular wooden former as a mould for the top opening is placed
on the top of the bag. A 2: I sand/cement mixture is then plastered onto the bag in
: two layers with chicken wire reinforcement between them. total wall thickness for
a 2,500 litre jar will be approximately 3cm. When the cement is set (i.e. 24 hours
, later) the stuffing and bag are removed and can be re-used.

69

•
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda .
-~~--- --- -----------------------------------------------------------------------------------------------------------------------------------------

Function: to provide an effective roof-water storage container up to 10,000 litres

capacity.
Specific Advanta&es: The construction costs of a large water jar are much lower
than a comparably sized metal tack, parti£ularly if several are built in the same
locality.
Disadyantaies: Unless large quantities of stuffing material are easily available it
has been found that a size of 2,500 litres is a practical maximum.
Durability: If properly made and cared for the jar should out-last the average
galvanised iron tank.
Labour Content: 7 man-days.
Tools Needed: Shovel, hoe, trowel, wire cutters and float.
Materials Needed (for 2,500 litre tank):
1) 5 bags cement.
2) 500kgs. sand.
3) 12sq. metres 2.5cm. wire mesh reinforcing.
4) 600kg. crushed rocks.
5) 10.5 metres strong cloth 1.22m. wide.
6) Needle and thread.
7) 200kg. ballast 2.5cm.
(Note: The bag may be used again to manufacture additional jars).

70
 Manual for Training of Instructors and Supervisors of Functional Adull Literacy in Uganda.

Fuel: Firewood. - Prepared as recommended.

- Cut to size of maize cob.
How to use:
• When food is ready for cooking use small pieces of firewood to light the fire.
• When lit put up to 4 pieces of firewood on the fire.
• Place the pot on the stove.
• Add a few more pieces more as necessary through the door until the food is
boiling.
• Shut the door of the stove to simmer the food for as long as necessary.

71

/~
 Manual for Training of Instructors and Supervisors ofFunctionalAdull Literacy in Uganda.

Advantages:
• Protects the fire and concentrates fire on the pot.
• Can be moved from place to place.
• Can use other types of fuels such as maize cobs, stalks, etc.
• Can use different sizes of pots.
Important:
• There is a danger of tipping over especially with large pots-
Keep young children away.
• close the door of the stove every time you are cooking.
• Do not use water to put out the fire - it may crack the clay liner.

72
 Manual for Training of Instructors and Supen,isors of Functional Adult Literacy in Uganda.

,/
I

'\
\ II
' 'I I
\
\

-. . . . I---- _j
I \
LI ________ \l I
L--------1
----- ________ ..} I

Improved Cooking Stove.

(Made out of mud soil and clay)
Advantages: • Uses little firewood . • Cooks faster.
• Can cook 3 or more pots at a go. • Uses locally available materials.

73
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

Facilitator's statement:
[5 min.] There are as many technologies as possible depending on the purpose to
which the technology is to be put. The variety of the technologies to a large extent
depends on the innovativeness of the people and their ability to make adaptations.

Step 5: Buzz group.

Participants form groups of 5-7 persons and facilitator assigns them the fo11owing
tasks:
a) Apart from being labour/energy-saving, what other advantages do these
technologies have?
b) What is the relationship between FAL and labour/energy-saving technologies?
[30 min.] Groups present their work which is discussed.
Possible responses:
Other advantages:-
- These technologies are easily affordable.
They are easily adaptable.
Their raw materials are easily accessible and locally available.
They release energies for use in other ventures.
They promote increased food production.
Services are easily and cheaply rendered.
They preserve food to avert famine.
They are a source of income especially for the poor people.
Because of the above advantages, they motivate adult learners to learn more.
The relationship between FAL and Labour/Energy-saving Technologies:
- The skills of literacy promote the innovative spirit of learners.
- A literate person is able to learn about a given technology.
- A literate person is able to follow instructions and hence apply them more
efficiently.
- He/She is able to order for desired technologies.
- He/She is able to use/manage the technology confidently.

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 Manual f or Training of /nstnictors and Supervisors of Functional Adult Literacy in Uganda.

Wrap-up:
There are many types of labour/energy-saving technologies. It is therefore
important that adult learners are encouraged to identify them so that they can
select the appropriate ones. Similarly, literacy skills if applied correctly, promote
the use and management of a variety of labour/energy-saving technologies. At the
same time, labour/energy saving technologies can save time for adults to attend
FAL classes and other activities.

t) Assessment:
[ 10 min.] What labour/energy-saving technologies would you introduce/promote
in your area and why?

g) Follow-up:
Arrange an observation visit to a nearby place for participants to identify the
technologies in use and to assess the extent to which they are labour/energy
savmg.
What to possibly observe:
- Home appearance (main house, kitchen, animal shelter, granaries, pit-latrine)
- Water utensils.
Means of food production, preservation, storage and preparation.
- Means of transportation of people and goods.
- Look at the technology used
- Can you afford it?
- Can you learn it?

5.4 Integrating Functional Adult Literacy into

Health Programmes:
a) Introduction:
FAL, to be truly functional, ought to be related to the health of the learners so that
the skins 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.
75
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

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: I hour 25 minutes.

d) Learning Aids: Picture of a home with an un-hygienic 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.

J
~ - - ~-
.--- - ~~

76
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

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:
a) Basic Health problem: Associated belief
Diarrhoea Bad mother's breast-milk.
AIDS Witchcraft, God's curse.
Malaria Drinking water.
Measles Sex outside marriage.
Polio Witchcraft, God's curse.

b) Health Problem: Suggested Facts:

Diarrhoea - 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.

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 Manual for Training of Instructors and Supervisors of Functional Adull Literacy in Uganda.
--------------------------------------------------------------------------------------------------------------------------------------------------

AIDS 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 HlV.
- 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 [Link] 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.

78
 Manual fo r Training of Instructors and Supen ,isors of Functional Adult Literacy in Uganda.

• 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 ofFAL in the promotion of
health.

g) Follow-up:
What basic health messages are you going to promote in your community?
Avail instructors and supervisors ofFAL with the "FACTS FOR LIFE" handl)ook.
Ask them to explore ways of using the information in the handbook in their
literacy classes.
Wrap-up:
[ 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.

5.5 Integrating Functional Adult Literacy into 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 responsibili'ties 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.

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 Manual f or Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

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 Black-
board.

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) ls 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:

I

"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.

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 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

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 1 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.

81
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

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 a~pects 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.

t) 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 o~er members of your community.

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 Manual f or Training of Ins tructors and Supervisors of Functional Adult Literacy in Uganda.

Unit Six: Monitoring and Evaluating

Functional Adult Literacy·
Programmes.
Purpose:

This unit is to enable the functional adult literacy instructors and supervisors to
acquire the necessary knowledge and skills so as to facilitate others to monitor and
evaluate functional adult literacy programmes. The unit is also intended to equip
the participants with the skills necessary for collecting using information in
functional adult literacy programmes.

6.1 Information Collection, Use and Storage in

Functional Adult Literacy Programmes:
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.

83
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

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 ) I
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 FAL 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.
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 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

- Attendance.
- Enrolment - beginners
- continuing.
- Completion date.
- Drop-out I Drop-in I Drop back.
- Retention rate.
- Number of on-going classes.
- Dates when classes started and ended.
- Venues and facilitators.
- Progress in class.
- Number of literacy [Link] - 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". ·

85
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

• It is useft~l in assessing needs, analysing causes and effects of illiteracy.

• It facilitates the planning of intervention strategies.
• It is importafit 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.

6.2 Introduction to Monitoring and Evaluation.

a) Introduction:

This unit is intended to enable the participants acquire the necessary knowledge
and skills which they can use to facilitate other key actors monitor and evaluate
the FAL programme.

b) Objectives:
By the end of the session, the participants should be able to:
• explain the meaning of monitoring and evaluation.
• state the reasons for monitoring and evaluation.

c) Time: 1 hour 10 minutes.

86
 Manual for Training of instructors and Supervisors of Functional Adult Literacy in Uganda.

d) Learning Aids: newsprint, cards, markers, masking tape, or blackboard and

chalk.

e) Procedure and Learning Points:

Step 1: Brainstorming session.
Facilitator asks participants to write down what they understand by the terms
'l\1onitoring' and 'Evaluation'.

[25 min.] Participants responses are presented and discussed. Facilitator

introduces his/her input which is compared with participants' responses. Key
ideas are emphasized.

Possible responses:
Monitoring:
a continuous follow-up of the progress of a piece of work.
Evaluation:
periodic assessment of the impact a project or programme under review has made
in relation to its set objectives.

Step 2: Group work.

[45 min.] Participants form groups of 5-7 persons and facilitator assigns them the
following tasks:
a) What are the reasons for which monitoring is done?
b) What are the reasons for which evaluation is done?
Participants' responses are put on newsprint or cards or blackboard, followed by
discussion.
Facilitator's input is compared with participants' presentations.
a) Possible reasons for Monitoring:
• to establish the trend (of performance).
• to determine how resources are being utilised.
• to collect information useful in implementation and decision-making.
• to check on the relevance of a programme/activity.

87
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in. Uganda.

• to take corrective measures early enough.

• to share and gain experiences on the improvements.
b) Possible reasons for Evaluation:
• to determine the impact of a programme/activity.
• to determine the efficiency and effectiveness of programme/activity.
• to find out the extent to which the set objectives are being met.
• to assess the relevance of a programme/activity.
• to make use of the experiences g~ined.
• it allows innovation to take place.

Wrap-up:
Monitoring and evaluation are key activities in the life of any programme or
activity. A continuous check on any activity to determine progress or lack of
progress is necessary whereas periodically an assessment of performance in
relation to objectives is important particularly for knowing impact.

f) Assessment:

Facilitator asks participants to point out the importance of monitoring and

evaluation to their activities.

g) Follow-up:
Participants to work out the meaning of the two concepts, monitoring and
evaluation, in their own locallanguage(s).

6.3 Monitoring Functional Adult Literacy

Programmes.
a) Introduction:
This topic is intended to enable participants identify what to monitor, and the tools
and skills to use during the monitoring of functional adult literacy programme.

88
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

b) Objectives:
By the end of the session, the participants should be able to:
• Identify what to monitor in functional adult literacy programme.
• Identify the tools to use for monitoring FAL programme.
• Describe the skills to be used in monitoring FAL.

c) Time: 1 hour 30 minutes.

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

chalk.

e) Procedure and Learning Points:

Step 1: Role play.
[ 15 min.] A District Officer is conducting a monitoring exercise in Butansi
village. She moves around the homesteads, asking questions and ticks off from a
sheet of paper.
Step 2: Questions about the liole play:
a) What was happening in the role-play?
b) What could have gone wrong?
c) How could it have been performed better?
Step 3: Group Work.
[30 min.] In groups of 5-7 persons, the participants work on the following tasks:
J
a) What issues would you monitor in a FAL programme (indicators)?
b) What tools would you use to carry out such monitoring?
c) What skills would you need to carry out monitoring of a FAL programme?

Step 4: Plenary session.

[ 30 min.] Groups present their work which is discussed and compared with the
facilitator's input.

89
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda .

Possible responses:
a) What to monitor:
• output.
• attendance.
• drop-outs.
• enrolment.
• facilitation.
• level of participation, quality of discussions.
• who reads and how often.
• supply and use of materials.
• time taken per activity.
• resources.
• visits.
• content and quality of participants' books.

b) Tools to use to monitor FAL programme:

• village profile.
• class registers.
• village record books.
• timetables.
• questionnaire.
• self-evaluation techniques (such as a woodmeter)
• records at health/educational/administrative units.

c) Skills to use during monitoring:

• Interviewing skills:
- ability to ask clear questions.
- ability to link questions.
- ability to concentrate.
- repeating what you have heard.
• Observation skills:
- can tell whether a participant is happy or not.
- can tell whether some members are dominating others.

90
 Manu al fo r Training of /n strucrors and Supervisors of Funclional A dull Lire racy in Uganda.

• Listening skills:
- ability to concentrate.
- repeating what you have heard.
• Recording skills:
- ability to record the facts or main ideas.
- ability to operate recording equipment.
• Analysis skills:
- ability to bring out important issues, pointing out differences,
advantages, disadvantages.

Wrap-up:
It is important that the various actors in FAL programme such as the co-ordinator,
the trainers, the instructors, the supervisors and the learners are all involved in the
monitoring exercise. This therefore, calls for the setting of issues to monitor
(indicators) acceptable to each category of actors.

f) Assessment:

[ 10 min.] Of the issues to monitor, which ones do you think would be relevant for
learners, and which ones for the instructor or supervisor?

g) Follow-up:
Work out your own tools that you will use for monitoring FAL programme.

6.4 Evaluating Functional Adult Literacy

Programme.
a) Introduction:
Thi s topic attempts to answer questions of what is evaluation in a FAL programme
and what tools and skills are used.
After going through these questions, the participant is expected to effectively
evaluate a F AL programme.

91
 Manual for Training of /n slructors and Supervisors of Funcliona/Adull Literacy in Uganda.

b) Objectives:
By the end of the session, the participants should be able to:
• Identify the issues to evaluate in a FAL programme.
• Identify the tools to be used in evaluating a FAL programme.
• Describe the skills to be used in evaluating a FAL programme.

c) Time: 1 hour 45 minutes.

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

e) Procedure and Learning Points:

Step 1:
[20 min.} Facilitator puts up the following drawing for participants to view:

92
 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

After viewing for a few minutes, participants are asked the following questions to
establish whether they are all seeing the same things in the picture.
a) What do you see in the picture?
b) What is happening in the picture?
Possible responses:
a) Two men, one is a farmer the other one is an extension worker.
b) The extension worker is on an exercise of gathering some information.
The farmer is busy digging.
Step 2: Group work.
[40 min.] In groups of 5-7 persons, participants work on the following tasks:
Supposing you were the extension worker (literacy supervisor) like the one in the
picture, evaluating a F AL programme.
a) What would you evaluate as learners and as trainers?
b) What tools would you use?
c) What skills would you need in this evaluation?

Step 3: Plenary.

[40 min.] Groups present their work for discussion.

Facilitator then introduces his/her input for discussion/comparison.
Possible responses:
a) What to evaluate (indicators):
As learners (community level)
I
• Number of participants.
• Behaviour and attendance of their teacher.
• Status of their blackboard and literacy shelter.
• Availability and status of other learning materials.
• Reading and common text in the community, e.g. books of their children.
• Ability to keep their business records properly.
• Being able to perform more effectively in their respective community and
family roles using the literacy skills and knowledge acquired.

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 Manual f or Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.
--------------------------------------------------------------------------------------------------------------------------------------------------

As facilitators (trainers)
• Name, age, sex, education, standard of each participant.
• Enrolment and number attending by name, sex (Degree of participation)
• Reasons for irregular attendance and drop-out.
• Learners' expectations/benefits.
• Level of skills attainment (3Rs) and other development skills and knowledge,
e.g. analytical skills.
• Retention levels.
• Effectiveness and efficiency of resources and methods used.

b) Skills to be used in evaluation:

• Analytical skills.
• Interviewing skills.
• Observation skills.
• Data collection skills.
• Listening skills.

Wrap-up:
As in monitoring, all the key players in the FAL programme need to be involved in
the evaluation exercise. For that matter, each level of players ought to develop
indicators or issues to evaluate. Evaluation exercise requires one to develop a
number of skills such as observation, interviewing and analysis.

f) Assessment:

Which of the discussed tools and evaluation indicators would you omit and why?

g) Follow-up:
Prepare the tools that you will use for evaluating the FAL programme.

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 Manual for Training of Instructors and Supervisors of Functional Adult Literacy in Uganda.

Annex 1

SAMPLE LESSON PLAN FOR LUGANDA LEARNERS

Nga: 20/6/1996. Omuwendo ~·abasomi: 25.

Erinnya ly'ekibiina: Nassuti Adult Learners' Group. Essaawa: 10- 12

ez'olweggulo.

Essomo Ery'okutaano: ENSIRI MBI.

Ebi~endererwa: Ku nkomerero y'essomo, abayizi [Link] kuba nga

basobola:

1) Okumenya ebifo ebisukka mu bisatu ensiri rnwe

zizaalira;

2) Okusoma n'okuwandiika ebigambo ebirina ennukuta

essatu mu nnyingo emu (nga: 'nsi', 'mbi', 'mbu', ... ),
n'okubyongerako ennyingo endala okukola ebigambo ne
sentensi ez'amakulu.

3) Okubala n'okuwandiika ensimbi omulwadde w'[Link]

oguleetebwa ensiri (Malaria) zayinza okukozesa alyoke
awone.

Ebinaakozesebwa mu ssomo lino:

- Ekifaananyi ekiriko ensiri nga ziruma omuntu.
- Akatabo akasooka ak'abayizi (Primer).
- Akatabo akalungamya omusomesa (Teacher's Guide).
- Akaguwa okusiba ekitaananyi ku muti.
- Bu kaadi okunawandiikibwa ennyingo z'ebigambo
(syllable cards).
- Ebikalaamu ebinene (Markers).
- Olubaawo n'ennoni.

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Eby'okukola (Activities):

Emite- Edda-
ndera kiika Omusomesa by'akola Abasomi bye bakola
(Steps)

5 Okulamusa abasomi Abasomi basuubirwa

n'okutegeera abasomye ku okuddamu.
lunaku olwo.

1. 20 Okulaga abasomi ekifaananyi Abasomi beetegereza

ekinene era n'okubuuza ebifa ekifaananyi era
ku kifaananyi kino. bakubaganya ebirowoozo
okusinziira ku musomesa
by'abuuza.

2. 5 Okulaga engeri y'ekigambo Okubikkula ebitabo bino

'ensiri mbi' gye kisomebwamu n'okwetereza ekibambo
ng' abasomi basabibwa 'ensiri mbi'.
okubikkula ebitabo byabwe
(primer).

3. 20 Okumenyaamenya ekigambo ki Abasomi okwetegereza

nnakizaalizi (generative obulungi n'oluvannyuma
sentence) mu nnyingo ze kirina okugezaako okukola
(syllables) ng'okozesa kaadi. kino.

4. 15 Okulaga ennyingo ez'ennukuta Abasomi babeere babiri

essatu eziri mu kigambo babiri (pairs) era bakole
nnakizaalizi ('nsi' ne 'mbi') ebigambo ebipya ebiva
n'ebirala ebizifaanana (syllable mu nnyingo omusomesa
families): nsa, nso, mbu, etc. z'alaze.
Okukolamu ekigambo ekipya
era n'okusaba abasomi babeere
babiri babiri (pairs) bakole
ebigambo ebipya ebirala.

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Emite- Edda-
ndera kiika Omusomesa by'akola Abasomi bye bakola
(Steps)

5. 20 Okusaba buli musomi Okukwata ekkalaamu

awandiikeyo ka 'sentensi' n'okuwandiika 'sentensi'
akalimu amakulu ng'akozesa ey'amakulu.
ebigambo ebipya bye tulabye.
Omusomesa ayitayita mu
basomi ng'abayambako.

6. 20 Okubuuza abasomi engeri gye Okumenya engeri

[Link] alwadde [Link] [Link] gye
n'ensimbi ezikozesebwa. [Link] n'ensimbi
Okuziwandiika ku lubaawo. ezikozesebwa.
Oluvannyuma okulaga okugatta Okuwandiika omuwendo
n'okutoolako (addition and gw'ensimbi nga bagatta
subtraction) nga tukozesa oba batoolako.
ssente ez'emiwendo eminene
(balance).

7. 5 Okuwumbawumba Abasomi okwetegereza

ebisomeddwako (concluding omusomesa
remarks). by' ayogerako.

Okupima abasomi kye bayize (Assessment): Eddakiika 5.

Okubuuzaayo
I
abasomi basatu okunnyonnyola ekibiina ebifo bisatu
ensiri we zizaalira era n'engeri gye tuyinza okuzeewala (prevention).

Ebinaakolebwa Eka (Follow-up) :

Abasomi bamenya empenda ze banakwata okulaba nga [Link]

gw'ensiri bagwewala mu maka gaabwe .

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Annex2

SAMPLE LESSON PLAN FOR RUNYANKORE/RUKIGA

Ebiro: 24/9/1996.
Eiziina rya kiraasi: Kagango Learners' Group.
Enamba y'abashomi: 30.

Eishomo: OMU KUHINGA OHINDURE EMBIBO.

Ebigyendererwa: Aha muheru gw'eishomo eri, abeegi bashemereire:

• Kugamba embibo ezishemereire kukuratana

n' ezitashemereire kukuratana.

• Kushoborora oburyo bw'okuhindura embibo.

• Kushoma n'okuhandiika engingo n'ebigambo bisya.

Ebyokukozesa:Ekipande, embibo z'encookano, orubaaho, za kaada na

cooka.

Enyegyesa: Abeegi baganiire aha mpindura y'embibo.

Eby' okukora (Activities):

Eshaaha Omushomesa Abeegi

15 Abuuse abeegi ebi bashomire Beyijusye ebi bashomire omu

omu ishomo erihweire. ishomo erihweire.

20 Ayore'ke abeegi ekishushani. Abeegi baganiire aha

kishushani.

15 Ayature engingo ensya. Baature engingo nsya.

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Eshaaha Omushomesa Abee ·

20 Ayambe abeegi omu kukora Abeegi bakore ebigambo.

ebigambo.

15 Ayorekyerere abeegi omu Abeegi bakore sentensi.

kukora sentensi.

25 Agambire abeegi sentensi Abeegi bahandiike sentensi

z'okuhandiika ez'emukitabo ky'abeegi peegi
28

10 Omushomesa agorore Abeegi bakyebeze

eby'abeegi baakora. ebibaakora.

Ebyokukora owaabo:

Abeegi batayaayire abahingire barikukuratanisa embibo kurungi.

Abeegi nabo bahinge emisiri nibakuratira kuhindura aha mbibo.

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Annex3

SAMPLE LESSON PLAN FOR LUSOGA

16/8/1996.
Erina ely'ekibiina: N awampendo.
Omuwendho o~abasomi: 25.
Omutwe o~eisomo: Okulima kikulu.
Esawa: 8.00 - 10.00 edhorweigulo.

Ebi~endererwa: Ku nkomerero eyeisomo lino, abasomi banaba nga

basobola okumena ebirungi ebiri mu kulima:

• Baidha kuba nga basoboola okumena eningo edhiri mu

bigambo 'Okulima kikulu' ..

• Baidha kuba nga basoboola okusoma endhatuza edhiri

mu mutwe "Okulima kikulu".

Ebyokukozesa:Amagezi bugaiga; ekifanani ekigemagana n'eisomo;

akapande akomutwe gweisomo; obupande obwenukuta
endhatuza; olubawo; enoni; n'ebindi.

En~eri eyokusomesamu:

Okukubaganiah ebilowozo awalala nga ekibina.

Okukubaganiah ebilowozo wagati owababiri oba omulala.

Ebyokukola:

Edakika Omusomesa Abasomi

5 Aidha kulamusa abasomi. Baidha kwilamu.

10 Omusomesa aidha kulaga Baidha kubanga

abasomi ekifanani bakyekenenya.

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Edakika Omusomesa Abasomi

30 Aidha kukulembera Baidha kwenigira

okukubaganiah ebirowozo ku mukukubaganya ebirowozo.
kifanani.

20 Aidha kukulembera abasomi Baidha kwiiramu oluvanuma

mukusoma omutwe gweisomo. lwomusomesa.

20 Okwawulayawulamu eningo Baidha kubanga

edhiri mu mutwe ogw'eisomo. balikwetegereza.

10 Kutolamu enukuta endhatuza Baidha kweramu.

mu luniriri "Okulima kikulu".

10 Kukulembera abasomi
mukusoma enukuta endhatuza.

Okwekebera okubona n~a ehi2'endererwa bitukirire (Assessment):

Omusomesa aidha kubuza abasomi kubyebeze. (edhakiika 15).

Oku~oberera abasomi byebeze (Follow-up):

Buli musomi aidha kuwebwa obupapulla ajanabwo eka asobole

okubusoma.

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