Development of adult education systems in Kyrgyzstan, Nigeria and Pakistan

This paper examines the existence and development of adult education (AE) systems in three developing countries: Kyrgyzstan, Nigeria and Pakistan. Conceptually, it draws on research on adult learning systems (ALSs), which assesses the extent to which governance, provision and financing of AE have evolved in each country. Empirically, the study involves a comparative analysis of the three countries, analysing similarities and differences between their AE policies, key actors shaping AE systems, available AE and the main challenges involved in establishing AE systems. The findings indicate that AE systems in the countries under review remain highly unsystematic and fragmented, characterised by low levels of adult participation in AE provision. Nonetheless, the analysis also reveals that progress has been made over the past 15 years, particularly through the adoption of policies, programmes and forms of provision providing organised AE opportunities.