The objectives of the study are: (1) To trace the development of Adult Education Programme in the state of Assam in post – independence period. (2) To study the development of Adult Education Programme in the Barpeta and Dhubri districts in the state of Assam. (3) To evaluate the adult learners’ opinion regarding the functioning of Adult Education Programme in the Barpeta and Dhubri districts in Assam state. (4) To evaluate the achievement of adult learners in literacy skills in Barpeta and Dhubri districts. (5) To evaluate the instructors opinion regarding the functioning of Adult Education Programme in the Barpeta and Dhubri districts in Assam state. (6) To evaluate the opinions of education officers regarding the functioning of Adult Education Programme in Assam state. (7) To identify the major problems obstructing the requisite implementation of Adult Education Programme in Assam state. (8) To make suggestions for the modification of the Adult Education Programme in Assam.

The sample comprised 200 Adult Education Learners, 25 Instructors and 6 Education Officers from Barpeta and Dhubri Districts, Assam. The sample was selected using Incidental Sample Technique.

Questionnaire and Test developed by researcher were used for data collection. 

Descriptive Survey Method was used in the research. 

The data were analyzed by computing percentages.

The findings of the study were: 1) According to the learner, instructors and education officers, the factors contributing towards the over all educational backwardness in Assam are: poverty, illiteracy and ignorance of masses, lack of awareness on part of people at large about the importance of education, inadequate educational facilities particularly in tribal and rural areas, negligence of women education, less emphasis on vocational education, inadequate support from central and state governments, and frequent floods causing havoc. (2) NAEP started in the state in the year 1980 – 81 has not been very successful due to lack of proper planning and organisation, ineffective implementation, lack of perspective and motivation on the part of the government, NGOs, teachers, learners and community at large. (3) Concentration of adult education programme has been more on rural areas. (4) SC/ST learners have also been attending the literacy classes. (5) Programme implementation is not very effective mainly due to paucity of funds, procedural delays in the release of money, loose administrative control, lack of proper supervision and lack of motivation on the part of learners leading to their irregular attendance and high drop – out rates. (6) None of learners, instructors, supervisors, and education officers are found to be fully satisfied with existing adult education programme. (7) Evaluation of learners was found to be the weakest link of the programme.