Most Southern African countries are struggling with the challenge of how to deal with growing levels of illiteracy and particularly illiterate adults. Although it is well established that Adult Education is a powerful tool for sustainable development, it is obvious that specific and deliberate policies need to be put in place for its effectiveness (Caffarella 2001). However, in most African countries, policy has been considered unimportant when combatting adult illiteracy. Take Zambia, where efforts have been made towards a policy on Adult Education since gaining independence in 1964. To date, no such policy exists. Instead Adult Learning and Education is guided by a number of different policy documents, for example“National Policy on Community Development, Educating our Future, National Youth Policy, National Agriculture Policy, National Gender Policy, National Employment and Labour Market Policy” (MoE 2008). The result is a haphazard approach in the provision of Adult Education, as there is no guiding document to the
providers of such programmes.