FUNCTIONAL ADULT LITERACY MANUAL

Submitted to
Karamoja Food and Nutrition Activity “Apolou”

By

Arise Development Consultants Ltd

Plot 12, Berkeley Rd, Old Kampala, Uganda

March 2019
Table of Contents
Table of Contents....................................................................................................................... 2
About the Manual ....................................................................................................................... 4
For who is the FAL Manual is intended for? ............................................................................ 4
The Role of the Facilitators during Implementation of this manual .......................................... 4
1.0 INTRODUCTION ............................................................................................................. 5
1.1 Why Functional Adult Literacy? ........................................................................................ 5
Objectives of the session .................................................................................................... 5
1.2 Holding a pencil, tracing and drawing............................................................................... 6
Objectives of the session .................................................................................................... 6
2.0 READ ALPHABETS, VOWELS AND SOUNDS ............................................................... 8
Objectives of the session .................................................................................................... 8
2.1 Alphabets ......................................................................................................................... 8
2.2 Vowels and alphabets ...................................................................................................... 9
2.3 Joining vowel set with alphabet .......................................................................................10
2.4 Other sounds to join words .............................................................................................11
3.0 COUNTING ....................................................................................................................11
Objectives of the session ...................................................................................................11
3.1 Numbers .........................................................................................................................12
3.2 Symbols for counting ......................................................................................................12
3.3 Counting using tallies ......................................................................................................13
3.4 Counting of money ..........................................................................................................13
3.5 Counting using Mobile telephone and simple calculator ..................................................14
4.0 IMPORTANT THINGS TO KNOW ..................................................................................15
Objectives of the session ...................................................................................................15
4.1 Body parts ......................................................................................................................15
4.2 Shapes ...........................................................................................................................17
4.3 Colors .............................................................................................................................18
4.4 Weather ..........................................................................................................................19
4.5 Important places .............................................................................................................20
5.0 MEASUREMENT OF VOLUMES, WEIGHTS, LENGTH AND TIME ...............................21
5.1 Weight /volumes measurement .......................................................................................21
Objectives of the session ...................................................................................................21
5.2 Length measurements ....................................................................................................22
 5.3 Telling Time ....................................................................................................................23
5.4 Reading the calendar ......................................................................................................24
6.0 PRICING GOODS AND SERVICES ...............................................................................26
Objectives of the session ...................................................................................................26
6.1 Cost of Production ..........................................................................................................26
6.2 Customer type and need .................................................................................................27
6.3 Look for your advantage over others ...............................................................................28
6.4 Calculating profits and losses .........................................................................................28
About the Manual
This Functional Adult Literacy training manual was adapted from a number of resources including
UCBHCA: Training of Facilitators Manual), UNESCO functional adult literacy training manual,
Mercy Corps Basic Literacy and Numeracy training manual, and Ministry of gender functional
adult literacy training guidelines for the youth and women in Karamoja. It has been customized to
guide training of all out of school youth aged 15-24 and women in selected aspects of functional
adult literacy that foster youth and women engagement in off farm economic activities and to take
advantage of the opportunities in their environment.
Learning sessions contained in the manual have been developed following the Mercy Corps
Apolou Activity market assessment of the potential Off Farm livelihoods enterprises and skills
needs for the youth and women in Amudat, Moroto, Kotido and Kaabong districts. The aim is to
build the knowledge and skills of youth and women in resource mobilization, collaborations and
decision making in the selection of viable livelihoods initiatives.
The manual is built around practical case studies, guiding questions and group discussions and
presentations on relevant topics that enhance youth and women engagement during training
sessions and scanning of available opportunities. The aim is to expose youth and women thinking
outside the box to take advantages of the opportunities around them.
Each section of the manual is structured into introduction, session objectives, learning aids
(materials), facilitator procedure (activities), guiding questions, responses, handouts and
facilitators notes and suggested time for each activity and input. Trainers are however encouraged
to include any additional approaches or activities that will add value to the training and enhance
learning.
For who is the FAL Manual is intended for?
This guide has been developed for the youth and women participating in Apolou project activities,
however, it can also be used by other agencies that are supporting youth and women
development programs.
The Role of the Facilitators during Implementation of this manual
To motivate learners to attend class and nurture relationships to develop a positive learning
environment that reflects on and meets their needs. Encourage and support learners to work
together and learn from each other in project, group and or paired activities. Use differentiated
instructions skills to support the varying skills of the youth and women and encourage peer
learning. Work with learners to identify livelihoods collaboration opportunities for follow up and
teach participants on how to communicate better with potential communicators.
1.0 INTRODUCTION
1.1 Why Functional Adult Literacy?
This session examines how functional adult 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.
Objectives of the session
By the end of the session, the participants should be able to:
1. Appreciate the need for functional education
2. Introduce some literacy skills that can be applied to income-generating activities

Time: 1 hours

Materials required: Newsprint, cards, markers, masking tape, blackboard, chalk, beans & cup

Procedure
Step 1: Role Play: [30 minutes]
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 again.

Facilitator’s Questions:
What was happening in the case study? Does it happen in your community? What is the problem?
What causes it? What are its consequences? What would you do to solve it?
Possible responses:
Woman is failing to count the measurements of beans, Inability to count (especially many figures)
crude units of measurement, Illiteracy, Poor memory, cheating, Business collapse, Frustration,
loss of confidence and Inferiority feelings.

Teach skills of literacy to make the woman functional.

Step 4: Brainstorming Session: [20 mins]

Ask participants to mention some functional skills which a woman will need in any kind of
business.

Participants’ responses are written on blackboard or newsprint or cards. These are in turn
discussed and agreed upon.

1.2 Holding a pencil, tracing and drawing

Objectives of the session
By the end of the session, the participants should be able to:
1. Hold pencils or steadily write
2. Neatly join different dots

Time: 1 hour. (practice continues)

Materials required: book and pencils, chalk, slates

Explain how to hold a pencil. One could also begin with holding a stick and writing on sand or
use chalk to write on slates.

Learners can begin by practicing to trace circles and objects. The facilitator can write the
learners names in their exercise books and again in dots for the learners to trace the letters.
Exercises

1. Provide doted shapes and ask participants to join dots.

2.0 READ ALPHABETS, VOWELS AND SOUNDS
This session prepares learners to start comprehending letters, vowels and sounds. It is
foundational in the learners starting to write words.
Objectives of the session
By the end of the session, the participants should be able to:
1. Read the alphabets and vowels
2. Write their name and other simple words.

Time: 3 hours

Materials required: illustration charts of alphabets, vowels, cards, manila, markers, masking
tape, blackboard, chalk, beans & cup

2.1 Alphabets
Alphabets are letter from A-Z.

Procedure
Guide learner to read after the facilitator each of the alphabet letters. After this, allow other
leaders to come and lead in reading of the alphabets

A B C D E F G
a b c d e f g
H I J K L M N
h i j k l m n
O P Q R S T U
o p q r s t u
V W X Y Z
v w x y z
Exercise:
Provide dotted traceable letters and let learners trace out the letter and one they have
conversant with this then let them write the alphabets in their books.
2.2 Vowels and alphabets
Step 1: Vowels

The vowels are those letters that give the sound. vowels: a, e, i, o, u. a word is made up of
sounds

Step 2: Introducing sound

READ ‘’a’’ SOUND

A ba ca da fa ga ha ja ka la ma na pa ra sa ta va wa ya za

READ ‘’e’’ SOUND

E be de fe ge he je ke le me ne pe re se te ve we ye ze

READ ‘’I’’ SOUND

I bi di fi gi hi ji ki li mi ni pi ri si ti vi wi zi

READ ‘’O’’ SOUND

O bo co do fo go ho jo ko lo mo no po ro so to vo wo yo

READ ‘’u’’ SOUND

U bu cu du fu gu hu ju ku lu mu nu pu ru su tu

Writing words from vowel sounds

Let learners practice pronouncing sets of vowel sounds eg

 Baba
 bidi
Exercise:

1. After this allow learners to brain storm of joining sets of vowels. Ask participants to copy
the new words in their own book.
2. Fill in gaps using “a” and read loud
 M ____n c ____t s____ d t ____p s ____t
3. Fill in gaps using “e” and read loud

W____ t r ____d h____ n b ____g p ____n g____ t

4. Fill in gaps using “i” and read loud

s____ t k ____d s____ x d ____g t ____n p____ g

5. Fill in gaps using “o” and read loud

D ____g h ____t b ____y p ____t t ____p j ____y

6. Fill in gaps using “u” and read loud

S____ n c ____t g ____n r ____n g ____m h____ t

2.3 Joining vowel set with alphabet

Instruction
Put set of vowels and put alphabet letter and allow learners to read.

d g

g d

n g la p

Ba r pe n w

t t x

y y

P
Cu T

Facilitator
 Letters like “r” are sometimes silent in the middle of word. For instance, hard, Fork, pork,
mark
2.4 Other sounds to join words

‘’ck’’ SAY ‘’k’’ ‘’TH” SAY “th’’

Examples Neck tick back pack Thick ,think, cloth, thank bath
father
SILENT ‘’R’’ ‘’r’’ ‘’Bl-bl’’
Barn, farm, hard, first, burn, fork, Black block
mark pork Pronounce letter after Bl
BR-br ‘’CR-cr’’
brick bring Cross crib
Pronounce letter after Br
‘’CL-cl’’ ‘’DR-dr’’
Clap class clan club Dress, drink drum drop
‘’FR-fr’’ ‘’FL-fl’’
From frog front Flat fat
‘’GR-gr’’ ‘’Gl-gl’’
Grab grass Glass glad
‘’PR-pr’’ PL-pl
Press Proper Plant plot
‘’TR-tr’’ ‘’SH-sh’’
Trip trap trust Shop dish shut
“CH” WH-“wh
Chick catch lunch What where which why when

Exercise
1. Using alphabets, vowels and other sounds write your name.
(facilitator will pick a few names in class and write names and ask people to repeat)
e.g
A LI CE Alice
O PO LO T Opolot
PE TER Peter
MA LA KI Malaki
GRA CE Grace
JO Y Joy

3.0 COUNTING
This session enables learns to start to get to understand numerical realities. It introduces
learners to numbers and how numbers change once subjected to different equations.

Objectives of the session

By the end of the session, the participants should be able to:
1. Count numerical numbers up to 20 and money
 2. Solve numerical challenges using different methods such as use of tallies, calculator
among others

Time: 2 hour. (Practice continues)

Materials required: Notes, sticks, book and pencils, markers, Boards and illustrations.

3.1 Numbers

1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20
Practice

a) In 5s: 5 10 15 20 25 30
b) In 50’s: 50 100 150 200 250 300 350
c) In 100’s: 100 200 400 500
etc

3.2 Symbols for counting

+ Addition

Subtraction

X Multiplication

Division

= Equals
Exercise (provide the correct answer for the equations below)

1 + 1 = 9 - 1 = 9 x 1 = 8 ÷ 2 =
1 + 2 = 8 - 1 = 8 x 1 = 6 ÷ 2 =
1 + 3 = 7 - 1 = 7 x 1 = 4 ÷ 2 =
1 + 4 = 6 - 1 = 6 x 1 = 2 ÷ 2 =
1 + 5 = 5 - 1 = 5 x 1 = 9 ÷ 2 =
1 + 6 = 4 - 1 = 4 x 1 = 7 ÷ 2 =
1 + 7 = 3 - 1 = 3 x 1 = 5 ÷ 2 =
1 + 8 = 2 - 1 = 2 x 1 = 3 ÷ 2 =
1 + 9 = 1 - 1 = 1 x 1 = 1 ÷ 1 =

3.3 Counting using tallies

3.4 Counting of money

 Support participants to identifying different currencies and denominations (50,000 to 50
shillings)

Exercises of counting money and returning balance

Stall role play
Create a stall with different items having price tags. Other participants will be buyers and one
participant at a time will be cashier. People will be given different amounts and asked to buy and
get their change/ balance.

Practice this over and over again.

3.5 Counting using Mobile telephone and simple calculator

Demonstration counting using simple phone

 The participants need to know the symbols for the different functions
 Go the icon of calculator on phone and insert

Demonstration counting using simple Calculator

 Show participants the symbols for putting on, off, clearing information on the calculator
 Insert desired numbers to be counted
Exercise
(Using a simple calculator, solve the equation in the exercise above)
4.0 IMPORTANT THINGS TO KNOW
This session helps learners to be familiar with names of common thing in community. This can
help them to find direction and others. It can ease support in case an adult has challenges of
location her/ his way.

Objectives of the session

By the end of the session, the participants should be able to:
1. Mention in English the key places, colours, body parts and shapes among others

Time: 1 ½ hour. (Practice continues)

Materials required: Charts and illustrations.

4.1 Body parts

Exercise

Mention the different body parts

4.2 Shapes
Rectangle Square

Circle Oval

Triangle star

Relective Question:
1. Mentions things in our community in the different shapes
4.3 Colors
Colour picture item
Red Tomato

Yellow Banana

Green Greens

Black chacoal

Orange carrot

Blue Sky

Cloud
White

Purple onion
4.4 Weather
Sunny Cloudy

windy Rainy
4.5 Important places
Church Mosque

School Hospital

Market Bus Park

 Tree Cow Goat

5.0 MEASUREMENT OF VOLUMES, WEIGHTS, LENGTH AND TIME

In dealing with off farm skills trades, youth and women are required to have a basic understanding
of measurement that will cut across their trade.
5.1 Weight /volumes measurement
Objectives of the session
By the end of the session, the participants should be able to:
1. measure using different tools of measurement.
2. to tell time and times in seasons.
3. Count using different methods

Time: 4-5 hours.

Materials required: weighing scales, tape measures, builders tape, clock, watch, sticks, money
of different noted, stall items, calendars, basic calculators and telephones

Weights are commonly measured in kilograms.

This is where item for measurement

is poured

Where to take reading

Kitchen scale: This is commonly used in restaurants and small retail shops
Demonstration of use
Materials needed: Cereals for measurement.
Ensure that the measurement arrow is at Zero. The arrow moves to the right as weight is added
and moves to the left when weight is reduced.
A hanging scale is mostly used for bulky goods. Mostly used by traders.

Demonstration of use
Before hooking any item on it, ensure the arrow is reading Zero for accurate reading. The arrow
moves to the right when weight is added and moves to the left when weight is reduced. Where
the arrow stops is the weight of the item.

Local measurement options

Communities many times do not have the scales. If the local containers are to be used, correct
measuring scale have to be used and different containers used to estimate times the quantity
would fit in proposed measuring.

Demonstration
Try this with different cups commonly used for measurement.

5.2 Length measurements

Reading tapes (Builder’s tape, tailor’s tape)

understanding a cell of 1 Centimeter

Demonstration
One meter, inch and feet on the different tapes
 Meter is mostly used by tailors and inch and feet commonly used by builders, carpenters,
welders
5.3 Telling Time

Interpretation of time from English the Conventional to Local understanding of time

Time in English Time in local language.
1 ᴑ 7 ᴑᴑᴑᴑᴑᴑᴑ
2 ᴑᴑ 8 ᴑᴑᴑᴑᴑᴑᴑᴑ
3 ᴑᴑᴑ 9 ᴑᴑᴑᴑᴑᴑᴑᴑᴑ
4 ᴑᴑᴑᴑ 10 ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ
5 ᴑᴑᴑᴑᴑ 11 ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ
6 ᴑᴑᴑᴑᴑᴑ 12 ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ
7 ᴑᴑᴑᴑᴑᴑᴑ 1 ᴑ
8 ᴑᴑᴑᴑᴑᴑᴑᴑ 2 ᴑᴑ
9 ᴑᴑᴑᴑᴑᴑᴑᴑᴑ 3 ᴑᴑᴑ
10 ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ 4 ᴑᴑᴑᴑ
11 ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ 5 ᴑᴑᴑᴑᴑ
12 ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ ᴑ 6 ᴑᴑᴑᴑᴑᴑ
The Short hand is Hour hand (Moves slowest)
The longer hand is the minute hand (Moves faster)
The faint hand is the second hand (Is the fastest moving)

Demonstration and exercises of telling time

The facilitator presents a wall clock to the participants to show them the physical clock. The clock
shall be adjusted to different time and the participants asked to tell time.

5.4 Reading the calendar

JANUARY 2019
 First day on the calendar is Sunday (Red Column)- Blood Colour
 Last day on a calendar is Sunday (Blue Color)- Sky Colour
 Red colour on days that are not Sunday is a sign the day is a public holiday

The day Number in the week Key Activities

Sunday ᴑᴑᴑᴑᴑᴑᴑ

Monday ᴑ

Tuesday ᴑᴑ

Wednesday ᴑᴑᴑ

Thursday ᴑᴑᴑᴑ

Friday ᴑᴑᴑᴑᴑ

Saturday ᴑᴑᴑᴑᴑᴑ

number of month count in a year Months of the Year

1 ᴑ January
2 ᴑᴑ February
3 ᴑᴑᴑ March
4 ᴑᴑᴑᴑ April
5 ᴑᴑᴑᴑᴑ May
6 ᴑᴑᴑᴑᴑᴑ June
7 ᴑᴑᴑᴑᴑᴑᴑ July
8 ᴑᴑᴑᴑᴑᴑᴑᴑ August
9 ᴑᴑᴑᴑᴑᴑᴑᴑᴑ September
10 ᴑᴑᴑᴑᴑᴑᴑᴑᴑᴑ October
11 ᴑᴑᴑᴑᴑᴑᴑᴑᴑᴑᴑ November
 number of month count in a year Months of the Year
12 ᴑᴑᴑᴑᴑᴑᴑᴑᴑᴑᴑᴑ December

6.0 PRICING GOODS AND SERVICES

Every person who is in business has to learn to set price. There are factors to consider when
setting price of an item.

Objectives of the session

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

1. Know the different considerations in setting the price for their goods or services
2. Practice calculation of costs of their business
3. Gain understanding of profit and loss

Time: 2-3 hours.

Materials required: manilas, markers and illustrations

Procedures
Reflective Question
1. Has anybody in the group ever sold a product or service?
2. What made you charge the price is set?

Facilitator’s Guide
Some of the possible responses is prevailing price in the market, the quality of product and size,
packaging, customer ability to pay etc

6.1 Cost of Production

To determine cost, you need to take into consideration all that you put in for the product to get to
the point of sale. Money spent to produce and market products or service.

Exercise 1
1. What costs are considered in making a stool?
(i) Timber
(ii) Nails
(iii) Vanish
(iv) Sand paper
(v) Labour (time and include equipment charge)
Nyaloi bought timber at 2000, nails at 200, vanish at 500 sand paper at 100 and he has estimated
his labour to be 2000.

1. What is the cost of production?

2000+200+500+100+2000= 4800
2. How much would you advise he sets his price?

At least 4800
3. Suppose the current market price is 4500, what advice would you give?
Give participants to share responses

Facilitators notes
 Produce more so that your cost of production reduces
 Improve your quality to make you good attractive for a higher price
 Take advantage of seasons when materials are cheaper to stock.
 Consider the time you take to produce and decide on Labour accordingly

6.2 Customer type and need

A business person needs to know their customer and their general ability to buy.

Exercise
Nyaloi’s total production for stool was 4,800. What price would to advice he places to sell the stool
(i) To his neighbor in the village,
(ii) In the market where neighboring villages come; and
(iii) In Moroto.

Why the advice?

Facilitators Notes
 When setting price ask. What are they able and willing to pay? Where people are able to pay
the price can be higher that where people cannot afford
 In Uganda where people bargain a lot keep in mind your production cost.
 If you have added additional costs of movement keep that in mind so that
6.3 Look for your advantage over others
People can have the same product in the market but different advantages.

Brainstorm.
What difference have you observed among tailors, food vendors, welders, builders etc?

Examples of comparative advantages

Tailors Food vendors Welders Builders
- Good finishing - Good location of - Quality of - Quality of finish
business materials
- Better knowledge of - Ability to set house,
design - Neat place and good - Quality of fishing build, roof
food hygiene
- Time of completion of - Designs that are - References to show
work - Offer additional modern customers
services like drinking
- Flexible to work late - Time of work
water
completion
- Ability to get
- Size
materials for cheaper -
source - Presentation of food

- Product feature

Facilitators notes
 One you establish you have an added advantage you can set a price slightly higher than
others.
 BUT never set price for a quick gain. You grow a business and you therefore need to grow
your customers.

6.4 Calculating profits and losses

This session helps participants understand what causes profit and loss, and when it happens.

 Profit means the money a business has made after removing all expenses.
 A Loss the amount of money the business has lost after removing expenses. Sometimes
business losses money before removing expenses.

Exercise 1
Emojong put 2000 into of making stool and has made 1000 in total profit. He borrowed 1000 so
that he can make 2 stools. When he went to the market. The customers were willing to pay 1500
per stool. Since he need to buy food for 1000 he decides to sell the stools at that price.

Ask participants whether

Emojong get a profit or loss? Why?
What should Emojong have done?

Exercise 2
Larip has been selling soap in her village for long. She bought 5 bars of soap each at 2000. When
she reaches the village, she cuts a bar of soap into 7 pieces and sells each small piece at 300.

Is larip making a profit or loss? And Why

Do you think it is a good business?
What can Larip do differently?

Facilitator’s notes
Refresh participants on price setting (cost of production/ purchase etc)