6.4 Evaluating FAL Programmes
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.
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
c) Time: 1 hour 45 minutes.
d) Learning Aids: Newsprint, cards, markers, masking
tape, blackboard, chalk.
e) Procedure and Learning Points:
[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
a) What do you see in the picture?
b) What is
happening in the picture?
a) Two men, one is a farmer the other one is an
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
b) What tools would you use?
c) What skills would you need in
Step 3: Plenary.
[40 min.] Groups present their work for discussion.
Facilitator then introduces his/her input for discussion/comparison.
a) What to evaluate (indicators):
As learners (community
· Number of participants.
· Behaviour and attendance of their teacher.
· Status of their blackboard and literacy
· Availability and status of other
· Reading and common text
in the community, e.g. books of their children.
· Ability to keep their business records
· Being able to perform more
effectively in their respective community and family roles using the literacy
skills and knowledge acquired.
· Name, age, sex, education, standard of each
· Enrolment and number attending
by name, sex (Degree of participation)
· Reasons for irregular
attendance and drop-out.
· 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:
· 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
Which of the discussed tools and evaluation indicators would you
omit and why?
Prepare the tools that you will use for evaluating the FAL