Measuring The Performance of Adult Literacy Facilitators

Abstract

Measuring the performance of adult literacy facilitators is necessary to ensure the desired quality of literacy delivery and help them perform better. In the areas of attendance, enrollment, drop-out rates, facilitation effectiveness, level of involvement, conversation quality, time management, teaching aids content and quality of primer, other literacy materials/tools, and the overall output of the literacy programme are all factors to take into consideration in measuring the performance of adult literacy facilitators. More so, strategies such as the capacity to ask focused and related questions and the ability to repeat what has been heard, are among the skills to utilize. Also, the ability to determine the learners’ level of happiness and whether or not some learners are dominating the class. More still, focus, attentive listening, recording, and capacity to draw attention to important issues, identify differences, and emphases are all required to accurately assess the facilitator’s work. In addition to the aforementioned, this paper offered insight into the key duties of adult facilitators, such as fostering trust and safety among learners, appreciating and valuing each learner’s contributions, assisting learners in directing their interactions, learning, and teamwork, aiding learners in fine-tuning learning objectives, encouraging and involving all learners in the learning process, and helping learners overcome internal barriers or challenges, demonstration of instructional competency, motivating abilities, communication abilities, attitude toward learners and impartiality in grading being key factors of measuring the performance of literacy facilitators through adult literacy classroom observation by the center organizer(s), Learner’s evaluation of their tutor, gathering data from other facilitators at the center, surveys from well-known local leaders and self-evaluation of the individual facilitators.