APPENDIX J: LEARNERS IN GROUP PHOTOGRAPH
ABOVE: Some of the Learners from Onezu and Duka pose for a group photograph at Micu P. School which they sometimes use for their lessons when the children have gone home.
BELOW: Learners of Onezu pose for a group Photograph after their lesson at Onezu Catholic chapel. In times of rains, the church is used as classroom
APPENDIX K: SOME OF THE INSTRUCTORS OF URLCODA
ABOVE: Some of the Instructors pose for a group photograph at Micu Catholic Parish
BELOW: Instructors of URLCODA having a planning meeting at Micu Secondary School
APPENDIX L: LAUBACH ALPHABETS FOR LEARNING HOW TO READ AND WRITE
•
.gmJ
mi.
y
J'
&
1 . ;|
A
("S8a*^
•
Kk
1
TTTi 71
P
jumping
a
J
kicking k
leg
1
man m
neck n
M ^ K J^BfcJSt B-^k.
pan p
J J
k k
i i
m m
n n
P P
Source: Laubach, Kirk and Laubach (1981, p.6)
APPENDIX M: INTERNATIONAL EVENTS AND INTERNATIONAL LITERACY WORK
No 1.
i) ii)
no
2.
i) ii) ill)
iv) 3.
i)
ii)
ill) 4.
i)
ii)
iii) 5.
i) ii)
iii) 6.
i) ii)
PERIOD Pre-1940s 1920 - 1930s 1919 - 1939 1930 - 1940s
1940 - 1950s 1941
1945 1946
1945 - 1947 1950 - 1960s Early 1950s
1955
Late 1950s 1960 - 1970s
1961
1964
1067 - 1980 1970 - 1980s 1974
1975
1975 -1985 1980 - 1990S 1980
1990
EVENTS
Post-war Bolshevik Revolution USSR Literacy Campaign Economic Depression
Laubach Missionary Work in Philippines: Literacy Work used to win people over to Christianity.
Laubach established Committee on World Literacy and Literature UN established
UNESCO established along with education arm UNESCO's tow incompatible approaches to literacy:
1. Human rights (moral)
2. Growth, Investment in human capital (material) Mass literacy Campaign in Vietnam
UNESCO's programme of fundamental education
Start of anti-illiteracy campaign in People's Republic of China
UNESCO abandoned fundamental education in favour of development strategy Laubach establishes Laubach Literacy Inc
Decolonisation of Africa Development Decade
Literacy seen as an investment in development
Criticism on 'modernisation' = dependency theory (Imperialism of west) Cuban literacy campaign
UNESCO's ten year programme to establish universal literacy
UNESCO-EWLP 'functional literacy and skills training: 11 countries funded by 50 billion dollars from UNDP
Brazilian literacy movement Spread of Freire's Ideas EWLP funding stopped
International Symposium for literacy, Persepolis - flexibility, Freirean, case-by-case approach
UNESCO gives more attention to schools
Nicaraguan literacy campaign
International literacy year - decade of literacy declared Source: adapted from Lyster (1992, p.45)
APPENDIX N: OBSERVATION CHECKLIST/GUIDE
University of Natal
Faculty of Community and Development Disciplines (CADD) School Community and Adult Learning (CODAL)
Behaviours/characteristics of interest to be observed in the course of teaching/learning
• The seating arrangement in the class
• The composition of the class
• Levels of participation in the class
• Pattern of Participation in the class
• Pattern of Distribution of rewards by the Instructor
• Teaching/learning methods being used
• Learning aids/materials being used in the class
• Evidence of mediation or collaboration by the two groups
• Nature of control in the class
• How the different groups in the class relate to each other in the course of teaching/learning
o Teacher-learner relationship o Learner-Teacher relationship o Learner-Learner relationship
o Child learner - Adult Learner relationship Teaching/Learning Environment Generally
Observable practical problems in the teaching and learning processes
APPENDIX O: INTERVIEW GUIDE FOR URLCODA OFFICIALS
UNIVERSITY OF NATAL, DURBAN
FACULTY OF COMMUNITY AND DEVELOPMENT DISCIPLINES (CADD) SCHOOL COMMUNITY AND ADULT LEARNING (CODAL)
Introduction
This interview guide is intended to collect information on the topic:
'An inquiry into the dynamics of intergenerational learning in URLCODA's adult literacy classes in Arua district, Uganda'. The information collected will purely be used for academic purposes.
Kindly answer the questions honestly and do not hastate to seek clarifications on what you do not understand. The information you give will be kept with the highest degree of confidentiality.
The items of interest in the guide will among other things include:
• Socio-economic characteristics of the respondents
• Reasons for supporting/providing literacy
• The dominant methods/Approaches that guides the teaching of literacy in the agency
• Teaching methods and materials commonly used and reasons for using them
• Views on whether the presence of the children in the programme was intentional or not
• Possible reasons for adult learners and children attending the literacy programme
• Possible reasons for other people not attending the literacy classes
• Views on the perception and reactions by the adult learners concerning the presence of children in the same classes
• Views on the perception and reaction by the children concerning the presence of adult learners in the same classes
• Views on how the adult learners, child learners and the instructors relate to each other
• Views on the process of recruitment and motivation of Instructors
• The training philosophy of the CBO (what it wants its instructors to do and how)
• Challenges/prospects that present themselves in the management of the programme
Thank you very much
APPENDIX P: INTERVIEW GUIDE FOR THE INSTRUCTORS
UNIVERSITY OF NATAL, DURBAN
FACULTY OF COMMUNITY AND DEVELOPMENT DISCIPLINES (CADD) SCHOOL COMMUNITY AND ADULT LEARNING (CODAL)
Introduction
This interview guide is intended to collect information on the topic: 'An inquiry into the dynamics of intergenerational learning in URLCODA's adult literacy classes in Arua district, Uganda'. The information collected will purely be used for academic purposes. Kindly answer the questions honestly and do not hastate to seek clarifications on what you do not understand. The information you give will be kept with the highest degree of confidentiality.
The items of interest in the guide will among other things include:
Socio-economic characteristics of the respondents
• Knowledge of the different methods for teaching adult learners
• Methods and materials commonly used in the teaching processes
• Views on the methods used in relation to the category of learners at hand
• Views on how the adult learners and children relate to each other in and outside the class
• Participation in class by adult learners and children (which group is more active and in what areas?)
• Views on the type of learning relationships that have developed between the child and adult learners, eg. Possibility of mediation, who does it, when, in what specific areas etc
• Possible reasons for adult learners and children attending the literacy classes
• Reasons for instructors participating in the programme
• Views on whether this kind of learning arrangement where adults and children learn together is beneficial and if so, what are the benefits and who benefits more
• Possible pedagogical/administrative problems faced in managing the class
• Possible areas for improvement if any Thank you very much.
APPENDIX Q: INTERVIEW GUIDE FOR THE CHILD LEARNERS UNIVERSITY OF NATAL, DURBAN
FACULTY OF COMMUNITY AND DEVELOPMENT DISCIPLINES (CADD) SCHOOL COMMUNITY AND ADULT LEARNING (CODAL)
Introduction
This interview guide is intended to collect information on the topic: xAn inquiry into the dynamics of intergenerational learning in URLCODA's adult literacy classes in Arua district, Uganda'. The information collected will purely be used for academic purposes. Kindly answer the questions honestly and do not hastate to seek clarifications on what you do not understand. The information you give will be kept with the highest degree of confidentiality.
The items of interest in the guide will among other things include:
Socio-economic characteristics of the respondents Views on teaching methods and material used
Reasons for attending classes with adult learners and whether they attend primary school
Views on whether they have blood relations with the adult learners Views on the reception adult learners give the children in the learning processes
Views on whether they help adult learners with some tasks in the class and whether the adult learners like it or not and vice versa
Ideas on whether they regularly work in groups and; if so, the composition of the groups
Views on whether they receive equal treatment from the instructors in the learning process
Views on whether there are some times when adult learners boo them down as they try to contribute some ideas in group work or not
Whether they feel the interaction with the adults is helpful and if so, the benefits involved
Possible problems faced in the course of attending classes with adult learners Views on what they think should be done for the programme to meet their needs better
Thank you very much
APPENDIX R: INTERVIEW GUIDE FOR THE ADULT LEARNERS UNIVERSITY OF NATAL, DURBAN
FACULTY OF COMMUNITY AND DEVELOPMENT DISCIPLINES (CADD) SCHOOL COMMUNITY AND ADULT LEARNING (CODAL)
Introduction
This interview guide is intended to collect information on the topic: 'An inquiry into the dynamics of intergenerational learning in URLCODA's adult literacy classes in Arua district, Uganda'. The information collected will purely be used for academic purposes. Kindly answer the questions honestly and do not hesitate to seek clarifications on what you do not understand. The information you give will be kept with the highest degree of confidentiality.
The items of interest in the guide will among other things include:
Socio-economic characteristics of the respondents
Views on the teaching methods and materials used in the class Reasons for taking part in the literacy programme
Possible reasons for other people not attending literacy classes
Views on the presence of children in the same class and their reactions to that
Views on whether they have blood relations with children or not Views on whether the children are also attending primary education elsewhere or not
Views on whether they get help from the children in class and if so, what form of help is it and the reactions of the child in that process and vice versa Views on how the instructors treat them as compared to the children in the learning processes
Views on whether learning with children is beneficial and if so, what are the benefits and who benefits more
Views about the behaviour of the instructors in the teaching process Possible problems faced in the courses of attending the classes
Ideas on what could be done to make such a programme more responsive to the needs of the participants
Thank you very much
APPENDIX S: CONTENTS OF THE FAL TRAINING MANUAL FOR TRAINING INSTRUCTORS
Introduction
> Basic definitions
> Training aims and objectives
> Structure of the manual
Unit One :FunctionaI Adult Literacy and its Implications
> Introduction to literacy
> Development and methodology of integrated FAL approach
> Gender issues in FAL Unit Two :Facilitating Adult Learning
> Characteristics of adult learners and qualities of a good instructor
> Methods of facilitating adult learning
> Communication skills to help adults learn Unit Three :Facilitating FAL Classes
> Introduction to FAL materials
> Preparing to teach using primers
> Conducting classes using FAL materials and methods
> Setting climate
Unit Four :Organizing and Managing FAL Programmes
> Planning FAL programmes
> Organizing a FAL programme class
> Management functions required in organizing a FAL Programme
Unit Five integrating FAL in other Development Programmes
> Integrating FAL with other key players
> Integrating FAL in income generating activities (IGAs)
> Integrating FAL in labour/energy saving technologies
> Integrating FAL in health education
> Integrating FAL in civic life of the community Unit Six :Monitoring and Evaluating FAL Programmes
> Information collection, use and storage
> Introduction to monitoring and evaluation
> Monitoring FAL programmes
> Evaluating FAL programmes THE END
APPENDIX T: CONTENTS OF THE FAL CURRICULUM
AGRICULTURE, COOPERATIVES, MARKETING AND TRADE THEME 1 : Improving our agriculture
THEME 2: Keeping animals
THEME 3: Marketing our produce and products
THEME 4: Forming and joining cooperatives, clubs and associations HEALTH
THEME 1 : Our food
THEME 2: Safe and clean water
THEME 3: Common diseases which attach us THEME 4: Environmental Hygiene
THEME 5: Improving our sanitation
THEME 6: AIDS (Acquired Immuno-Deficiency Syndrome) GENDER ISSUES, CULTURE AND CIVIC CONSCIOUSNESS THEME 1: Home management
THEME 2: Sex Education and family planning THEME 3: Our rights and laws
THEME 4: Uganda, our country THEME 5: Our culture
THE END