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close this bookFunctional Adult Literacy (FAL) - Training manual (German Adult Education Association - UNICEF, 1996, 106 p.)
close this folderUnit Six: Monitoring and Evaluating Functional Adult Literacy Programmes
View the document(introduction...)
View the document6.1 Information Collection, Use and Storage
View the document6.2 Introduction to Monitoring and Evaluation
View the document6.3 Monitoring FAL Programmes.
View the document6.4 Evaluating FAL Programmes

6.4 Evaluating FAL Programmes

a) Introduction:

This 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 FAL programme.

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:


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 FAL 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)

· 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.

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.


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.