Engaging with adults : the case for increased support to adult basic education in Sub-Saharan Africa

Abstract

Despite the many positive impacts of adult basic education, support for ABE programs (including from the World Bank) has been relatively modest over the last two decades. The reasons for this are the concerns about the content and relevance of many past programs and the degree to which the participants retained their new-won literacy skills. There were also questions about the cost-effectiveness of such programs. This study reviews these concerns, and assesses how successful the new generation of ABE programs has been in addressing them. After a critical review of available evidence, the study provides strong support for the proposition that the weaknesses found in many past programs can be successfully addressed, and that investments in this area deserve strong support, considering the many benefits of ABE. The study focuses on countries in Sub-Saharan Africa, but draws evidence and examples from developing countries in general. The study also shows that, although there is much variation, the track record of ABE programs, in terms of implementation and internal efficiency, is good. It also shows that programs managed by governments can, under the right conditions, be as succesful as programs managed by the private sector or nongovernmental organizations. Thus, the study emphasizes that there is no single recipe for success, and points to policy issues that should be considered--by client countries and by the Bank--when designing ABE programs.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 55 citations exist upstream.