Abstract
This article discusses the goals and challenges of adult education in Malaysia. In addition, it reports on the evaluation of two programmes – Computer Literacy and Civic Development – offered by a government agency called the Community Development Department (KEMAS) to rural communities. In both programmes, the respondents scored high in cognitive and behaviouristic aspects but average in the affective domain. In terms of the teaching and facilities, the participants were less impressed by the teaching methods, resources and infrastructure of the Computer Literacy Programme. Thus, it is suggested that a comprehensive assessment should be conducted by KEMAS in order to keep up with current demands. Finally, it is recommended that government agencies, the private sector, NGOs and the wider community should work together to support adult learning, especially in rural areas.
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