Adult literacy and learning for social change: innovation, influence and the role of non-state actors; case studies from Afghanistan, China, the Philippines and Senegal

The four case studies offer insights into how non-state actors in these contrasting country contexts have influenced adult literacy and learning, not only within education but across sectors. Whilst several key non-state actors reviewed here were initially invited by governments to fill the gaps in adult literacy or learning provision through contributing technical expertise or finance, they began to play a strong role in expanding the curriculum, working with different community-level organisations and/or new approaches to learning (including online). Their impact ranged from introducing innovative learning spaces and adult literacy approaches, to developing systems for quality assurance and accreditation and finding new ways to engage with previously marginalised groups. Exploring the complexity of relationships between state and nonstate actors, this overview argues that changing social values that lie beyond formal development and educational institutions are influencing the kind of adult education provided by the state. There is an urgent need for strong state leadership and dedicated funding to ensure that high quality and inclusive adult literacy and learning programmes can operate successfully on a national scale and non-state actors could play a greater role in advocating for such changes.