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This chapter focuses on quality and adult basic education and literacy in Sub-Saharan Africa, arguing that the most successful quality outcomes have been achieved in distance education using a mass-based industrialised model with adults working at the tertiary level of provision, though less demonstrably successful with adults learning at the basic level. It is further noted that the role distance learning might play in adult basic education in the region remains problematic because of changing views about how adults best learn at this level and because of the need to integrate that learning in a way that improves livelihoods. The chapter concludes with the suggestion that, at the adult basic education level, the concept of open and flexible learning could be more relevant than that of distance education.