Integrated approaches to literacy - skills development - Examples of best practice in adult learning programmes

Oct 15, 2026

Integrated approaches to literacy and skills development presents real-world examples of best practice from adult learning programmes, focusing on how literacy training can be effectively combined with vocational preparation and life skills. The publication situates these approaches within international lifelong-learning and youth/adult literacy frameworks, referencing UNESCO strategy and earlier initiatives such as the Experimental World Literacy Programme. It compiles programme cases across regions, illustrating practical pathways for inclusive, equitable, and sustainable adult learning outcomes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages178

Reading Time7 h 29 min

AccessFree to download

Foreword

Introduction

Africa

Botswana

Ethiopia

Kenya

Namibia

Senegal

South Africa

United Republic of Tanzania

Algeria

Egypt

Asia and the Pacific

Australia

Cambodia

China

India

Mongolia

Europe and North America

Slovakia

Latin America and the Caribbean

Brazil

Colombia

Haiti

Jamaica

Uruguay

Integrated approaches to literacy and skills development Examples of best practice in adult learning programmes Integrated approaches to literacy and skills development Examples of best practice in adult learning programmes Published in 2021 by UNESCO Institute for Lifelong Learning Feldbrunnenstraße 58 20148 Hamburg Germany © UNESCO The UNESCO Institute for Lifelong Learning (UIL) undertakes research, capacity-building, networking and publication on lifelong learning with a focus on adult and continuing education, literacy and non-formal basic education. Its publications are a valuable resource for education researchers, planners, policy-makers and practitioners. While the programmes of UIL are established along the lines laid down by the General Conference of UNESCO, the publications of the Institute are issued under its sole responsibility. UNESCO is not responsible for their contents. The points of view, selection offacts and opinions expressed are those of the authors and do not necessarily coincide with official positions of UNESCO or UIL. The designations employed and the presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO or UIL concerning the legal status of any country or territory, or its authorities, or concerning the delimitations of the frontiers of any country or territory. We would like to thank the following people for their support in developing case studies for the UNESCO Effective Literacy and Numeracy Practices Database (LitBase) and for supporting the production of this publication: Rouven Adomat, Dijana Avdagic, Clara Bucher, Almudena de la Torre Cubillo, Anne Darmer, Callee Anne Davis, Thomas Day, Anyela Gómez Deantonio, Mahmoud Elsayed, Kristin Erhard, Daniel Faltin, Maria Victoria Ferraz, Laura Fox, Moussa Gadio, Qingzi Gong, Mika Hama, Stephanie Harvey, Andrea Díaz Hernández, Malte Jahnke, Justin Jimenez, Omotunde Kasali, Jennifer Kearns-Willerich, Julian Kosh, Francesca Lasi, Bernard Yungu Loleka, Sarah Marshall, Seara Moon, Shaima Muhammad, Nisrine Mussaileb, Lyu Na, Alena Oberlerchner, Bernhard Oberngruber, Kwaku Gyening Owusu, Ai Tam Le Pham, Medaldo Runhare, Cendrine Sebastiani, Ulrike Schmidt, Mihika Shah-Wundenberg, Lingwei Shao, Maurice Shawndefar, Mariana Simoes, Unai Arteaga Taberna, Ayda Hagh Talab, Lara Tilke, Malgorzata Torchala, Edgar I. Félix Vargas, Michelle Viljoen, Danchen Wang, Ruth Zannis, Bo Zhao Edited by Rakhat Zholdoshalieva, Chung Dolma, Annapurna Ayyappan and Sofia Chatzigianni Layout and design Prestige Colour Solutions Ltd Cover image: © Shutterstock ISBN 978-92-820-1242-0 This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BYSA 3.0 IGO) licence ([http://creativecommons.org/licenses/by-sa/3.0/igo/](http://creativecommons.org/licenses/by-sa/3.0/igo/)). By using the content of this publication, the users accept tobe bound by the terms of use of the UNESCO Open Access Repository ([http://www.unesco.org/open-access/terms](http://www.unesco.org/open-access/terms)use-ccbysa-en). AFRICA ARAB STATES Contents FOREWORD Page 5 INTRODUCTION Page 7 Botswana Adult Basic Education Programme Page 23 Ethiopia Integrated Functional Adult Education Page 31 Kenya Economic Empowerment and Functional Adult Literacy Programme Page 35 Namibia National Literacy Programme Page 43 Senegal Integrated Functional Literacy and Technical Training for Farmers Page 49 South Africa Adult Literacy and Skills Training Programme Page 61 United Republic of Tanzania Integrated Community-Based Adult Education Page 67 Algeria Literacy, Training and Employment for Women Page 75 Egypt Learning and Earning in Cairo’s Garbage City ASIA AND THE PACIFIC EUROPE AND NORTH AMERICA LATIN AMERICA AND THE CARIBBEAN Australia Australian Workplace English Language and Literacy Programme Page 85 Cambodia Educational and Social Deve

FAQs

What is the main focus of the publication?

It focuses on integrated approaches to literacy and skills development in adult learning programmes, emphasizing best-practice examples that combine literacy with life and vocational skills.

How does the publication connect current approaches to earlier international work?

It links the integrated model to the Experimental World Literacy Programme (EWLP) and to later UNESCO frameworks, including youth and adult literacy strategy concepts.

What types of adult programmes are included in the examples?

The contents list programme cases across regions, such as adult basic education, integrated functional adult education, workplace literacy, and literacy linked to employment or training for specific groups.

Oct 15, 2026

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