This study critically examined how adult literacylearners, adult educators and policy makersconceptualized the benefits of an adult literacyprogramme in the Caprivi Region, Namibia. Chapters1-3 form an organic unit laying the historical andtheoretical foundations of the book. Chapter 4outlines the methodological approaches adopted tocollect and analyse the data. Chapters 5-6 presentand critically discuss the findings and theirimplications. The study concludes by comparing twomodels of literacy and presents the inadequacies ofthe traditional(autonomous) model in Namibia on howbenefits derived from literacy can be conceptualised.It advocates a paradigm shift from the need to learnmodel, to the value of learning model. Afteridentifying deficiencies in the conventional approachthat sees literacy as a pre-requisite to nationaldevelopment, the study offers an alternativeIntegrated Model of Literacy that is proposed to helpthe programme evaluators to give direction on how theprogramme could be revamped, and make it responsiveto the needs of the participants. It is thisalternative model of literacy that is a uniquecontribution of this study to knowledge in this area.