Human Development 195 November 2001 Findings reports on ongoing operational, economic, and sector work carried out by the World Q / , to Bank and its member govemments in the Africa Region. It is published periodically by the Knowledge and Leaming Center on behalf of the Region. The views expressed in Findings are WORLD BA N K those of the author/s and should not be attributed to the World Bank Group. Adult Education in 23310 N, ANID° Sub-Saharan Africa T he study Engaging with Adults ents to give more support to their T is a review of international ex- children's education. It is especially perience with adult basic edu- important to reach the illiterate cation (with a focus on Africa), as mothers. ABE can also be part of a A _part of the World Bank's reassess- strategy to make schools more com- ment of the case for increased sup- munity based. port to this form of education. In ABE is a means of alleviating in- this study Adult Basic Education equity by gender. In most countries (ABE) includes literacy and with low rates of schooling and lit- numeracy, and other curriculum eracy, it is the adult women who element to be chosen with due re- lag most behind as to level of gard to the local context and the schooling. ABE programs nearly al- st rtudy's majoroup fin c rn e . a e asou ways find it easier t:o attract females study's major findings are as out- than males. - - lined below. Since ABE enhances the partici- Basic education serves as a foun- pants' sense of self-efficacy, it can dation for improved conditions of enable disadvantaged groups to act ~~~ ~~life, not only for those who are. h life, not only for those who are more effectively in pursuit of their young enough to start in the main- goals thus making ABE a means stream school system, but also for to empower the poor and their com- adolescents and adults who have munities. The World Bank's recog- been missed by that system. nition of the role of civil society for Illiteracy is a major barrier to good governance and for poverty poverty alleviation. Inea great num- reduction highlights the impor- ber of African countries, it will take tance of empowerrnent effects. The sbtoo long to reduce adult illiteracy more participatory forms of peda- substantially if one only relies on gogy-at least a style of teaching expansion and improvement of prn- which treats learners with respect mary schools. Therefore, the prob- will be better for building such lem of illiteracy needs to be ad- individual and group efficacy. o p dressed both through the provision Literate mothers are better able of primary education of adequate to protect their children's health. quality to all children of primary This is true for literate mothers in school age and through the provi- general, and there are studies sion of effective ABE programs. which show such effects from Investment in ABE and in pri- mothers' participELtion specifically mary schooling produces positive in ABE. synergy, in that ABE induces par- Lack of literacy and of arithmetic ters more is whether the mastery * Give strong political leadership to skills are barriers to entrepreneur- is sufficient to facilitate further ABE, find good staff for key gov- ship and market transactions. learning; and it could be that other emient positions, be Some evaluations report improved 'empowering' social skills and net- * prepared for considerable invest- livelihoods as direct results of ABE. works are even more important out- ment in institutional develop- Earlier allegations about the gen- comes than literacy and numeracy ment. Consider other forms of erally poor internal efficiency of acquisition as such. public administration of ABE ABE are contradicted by the bulk than the normal government de- of evidence now available. It should Policy issues partments. also be noted that the trend in re- . Especially target women and out- cent ABE provisions is to respond A government that is prepared to of-school adolescents. to active demand by local groups- strengthen its support for ABE . Diversify programs so as to be unlike the early 'mass campaigns' needs to consider a range of policy responsive to local demand. that sought to "eradicate illiteracy" isses. These often include the fol- Look for opportunities to initiate by also roping in the more reluc- lowingABE in already established tant learners. Better efficiency * What groups should be targeted? groups. should follow from this trend. . Wlhat are the roles for various gups. * Build partnerships with NGOs/ Among the kinds of adults and organs of government and for CBOs and with enterprises. youthi whio are motivated to take NGOs? * Use local languages for initial lit- part in ABE, producing 'minimum * What are the roles for businesses eracy teaching, and provide a literacy' is achieved at less cost and industry? route to the official language for than the cost of 3-4 years of pri- * What language policy should be those who have acquired literacy. mary schooling. acdopted? * Recruit teachers locally and use Early "drop out" in a course is not * How firmly should ABE be insti- short-term contracts. a very appropriate measure of effi- tutionalized (e.g. the contrast . Good ABE curricula and materi- ciency in ABE. Nonetheless, in most between campaigns and perma- als respond to what learners want programs covered in recent re- nent institutions, between volun- and adapt to local context. views. at least half of those who teers or civil servants). enter complete the course and meet * Apart from literacy and A vention of ad cari for enter complete ~~~~~~~~~~~~AIDS victims should be part of the minimum performance criteria. numeracy, what should ABE ABE curriculum. But there is much variation, and teach? therefore a need to monitor inter- . Should ABE give officially recog- * Back ABE up with radio, but do nal efficiency. nized equivalence to formal not expect much of a match be- Such limited research as has schooling? tween the timing of radio pro- * ~~~~~grams and topics taught by in- been done indicates that the loss . What role should information and ttg of reading and arithmetic skills communications technology structors. acquired from ABE is not an inter- play? for telerrs and seek tosmake nationally pervasive problem- * How far can participatory peda- the acie an ts. them active par-ticipants. though a literate environment gogy be implemented? Accommodate within ABE oppor- helps ensure improvement rather . How can local social support for tunities for continuing education. than loss of skills. ABE be built? x 1 .. . ; , ~~~~~~~~~* Monitor ABE carefully but in With regard to achieving good . How can adequate monitoring be y internal efficiency," the findings do ensured? ways that are participatory and .,, . r . j r ~~~~~~~~~~~~helpful to providers. not point to any single prototype of . How should ABE be financed? uniquely superior teaching and * No one who wishes to attend ABE learning methods. More than one General recommendations should be unable to do so be- route has worked well. cause of inability to pay. Most completers of ABE courses . Recognize the importance of ABE show only quite modest mastery of for achieving Education For All. literacy skills. However, what mat- Given the recognition of the im- portance of ABE for poverty reduc- This article was written by Jon tion, lhe study recommends thal Lauglo, Senior Education Specialist, the World Bank actively advocate Africa Region, the World Bank. The ABE programs, help countries pre- full text (also the French version) of pare and finance such programs as the study, Engaging with Adults: well as mobilize financial support The Case for Increased Support for from other external agencies, and Adult Basic Education in Sub-Sa- work actively to improve and share haran Africa. is avaiZable on the the knowledge base for good prac- web, along with other recent Bank tice in ABE. publications on Adult Education, at http: / /www. worldbank. org/educa- tion ladultoutreachl -~~~IS- Findings would also be of interest to: * * .* Name Institution Letters, comments, and requests for publications not Address available at the World Bank Bookstore should be addressed to: Editor, Findings Operational Quality and Knowledge Services Africa Region, The World Bank 1818 H Street NW, Room J-5-055 Washington, D.C. 20433 e-mail: pmohan@worldbank.org