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Dans les pays de l’OCDE, nombreux sont les adultes en situation d’illettrisme. L’impact de ce déficit de compétences de base se fait sentir sur la situation économique, la santé, et le bien-être social des individus, des familles et de la société. Il est donc nécessaire d’investir dans ce secteur de la formation des adultes. Cette étude porte spécifiquement sur les programmes des adultes en situation d’illettrisme et met l’accent sur l’évaluation formative. Se fondant sur les données probantes issues de rapports nationaux, d’études de cas exemplaires et d’analyses d’études internationales, ce volume examine les effets et la mise en œuvre de différentes méthodes d’enseignement, d’apprentissage et d’évaluation pour ces apprenants adultes, la façon dont des programmes novateurs répondent aux multiples besoins et objectifs de ces derniers, ainsi que les actions qui soutiennent ou entravent l’efficacité de ces méthodes. L’ouvrage met en lumière les enjeux essentiels de la formation pour adultes en situation d’illettrisme et permet d’orienter les politiques, les pratiques et la recherche. Un volume complémentaire, qui portait sur l’évaluation formative dans l’enseignement secondaire, est paru en 2005 sous le titre L’évaluation formative, pour un meilleur apprentissage dans les classes secondaires.

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Assuming that women's empowerment would accelerate the pace of social change in rural Nepal, the World Bank urged the Nepali government to undertake a "Gender Activities Project" within an ongoing long-term water-engineering scheme. The author, an anthropologist specializing in bureaucratic organizations and gender studies, was hired to monitor the project. Analyzing her own experience as a practicing "development expert," she demonstrates that the professed goal of "women's empowerment" is a pretext for promoting economic organizational goals and the interests of local elites. She shows how a

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