Functional education and human development are not mutually exclusive. To achieve an all-round development, the fourth Sustainable Development Goal partly emphasizes the need to ‘… promote lifelong learning opportunities for all’ by year 2030. This article, therefore, uses a case study approach to analyse the impact of a government funded adult basic education programme in improving literacy level of Sehithwa community in rural, northwestern Botswana. Using a snowball technique and questionnaire/interview schedule survey to sample and interview 30 adult basic education programme participants and 30 non-participants, respectively, and holding other factors constant, the article’s main thrust was to determine the difference in literacy attainment between the two groups. Results from the T-test analysis performed showed that there was a significant difference in participants’ and non-participants’ age, association membership, and household size at p ≤ 0.00 level. Nonetheless, there was no significant difference in literacy attainment between the two groups, perhaps as a result of lack of effectiveness and other challenges associated with the implementation of the literacy programme in the study area.

功能教育与人类发展不是相互排斥的。为了实现全面发展，第四个可持续发展目标部分强调了到2030年“……为所有人提供终身学习机会”的必要性。因此，本文采用案例研究的方法来分析政府资助的成年人的影响基础教育计划，以提高博茨瓦纳西北部农村地区Sehithwa社区的识字水平。使用雪球技术和问卷/访谈时间表调查分别抽样和采访30名成人基础教育计划参与者和30名非参与者，并保持其他因素不变，本文的主要目的是确定两组人的识字率差异。来自T的结果-测试分析来进行显示，是在参与者显著差异和非参加者的年龄，协会会员，以及家庭规模p  ≤0.00水平。尽管如此，两组之间的识字率没有显着差异，这可能是由于缺乏有效性以及与研究领域实施识字计划相关的其他挑战的结果。