Abstract
This article presents a quasi-experimental study evaluating Morocco's Agency for Adult Education “Literacy for Empowerment” program, using propensity score matching to compare data from participants and nonparticipants. Framed within a theory supporting an all-inclusive concept of literacy, the study was guided by two main questions, and data was collected through literacy-relevant test instruments and a questionnaire. The results suggest that individuals who participated in the program had better skills than those who did not (counterfactual). These skills include: (1) literacy skills, (2) personal life, (3) family sphere, (4) inclusive decision-making skills, (5) social skills, (6) community engagement, and (7) economic empowerment. The article concludes that only a comprehensive approach to literacy education would enhance both the quality and benefits derivable from adult literacy programs, advocating for its expansion throughout both rural and urban areas to ensure universal access to basic education and promote active citizen participation in development initiatives.
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