Typically, research places a great weight upon social, economic and political implications of
illiteracy. The issue of illiteracy constitutes a serious constraint on the economic development of the country
and on its contribution to adapt the production technologies that promote growth. The issue of adult literacy
training arises at three complementary and interdependent levels: access, retention, and the quality of learning.
The quality of learning is related mainly to what happens in the classroom as well as to the external
environment. This article aims to examine the key determinants of quality in literacy programs; more precisely
the determinants of successful training of adult literacy. The work also shows differences in performance among
the implemented mainstream programs and the substantial differences between operators within the same
program.