SLADEA is a pioneer in the field of adult education.

For more than three decades we have been promoting and supporting adult education in all its forms nationwide through the formation of:

  • Adult Education Branches
  • Classes
  • Groups

we currently run


education centres


we offer


classes from literacy,
numeracy and skills training


more than


learners complete a training each year at our centres

Our 15 branches

Please click on the individual branch for contact.

All our 15 branches offer literacy and numeracy courses, six among them (Bo, Waterloo, Mile 91, Bonthe, Pujehun and Makeni) also offer skills training like tailoring, weaving, hair dressing, catering, ceramic and pottery, soap-making, bakery and welding.


SLADEA also provides vocational training in its continuing education centres. Vocational training equips learners with skills to earn a living. Learning is linked to production, and production-oriented functionality increases motivation for learning among adults.

Participation in our programmes is voluntary and virtually free. We are targeting young people and adults aged 15 and above. Our curricula are designed to build and enhance skills over a three year period.


Our goals

Providing basic education for adults and improving the level of competencies and life abilities of our learners.

  • To provide functional literacy for adults who have never had any formal education
  • To provide functional education for young people who have dropped out of the formal school system
  • To provide functional education for those young people who prematurely dropped out of the formal school system
  • To provide continuing education to improve basic knowledge and skills
  • To provide adult learners with cultural and civic education

With our programmes we are aiming to make learners functionally literate. We also strive to improve their level of competencies and life abilities. This makes learners more active within their communities and better able to contribute to the social, economic and political development of these communities. 

Our Approach

We place the individual in the centre of the learning process and hold them accountable for their own education. Therefore learning is controlled by learners. We acknowledge the competencies of our learners – their knowledge, their skills and their learning achievements. As a result the learners are self-motivated and do not feel constrained to learn.