ABSTRACT
The training of literacy facilitators takes place, like the literacy programmes, in the broader context of ‘The institutional structures, social relationships, economic conditions, historical processes and the ideological formations in which literacy is embedded’ (Street 2002: 21) and in the ideologies surrounding gender roles in the community (Zubair 2001). The purpose of the training was to provide literacy facilitators with sufficient knowledge and skill to enable them to develop an appropriate and relevant negotiated curriculum. Also emphasised were the importance of a positive attitude and an awareness of the skills, knowledge and life experience that adult learners bring to the learning situation.
