The present paper provides an analytic review of four country case studies that were prepared for the Literacy Assessment Practices (LAP) project, undertaken jointly by the International Literacy Institute (ILI) and UNESCO, in collaboration with UIS and UIE. This report attempts to provide a summary of key issues, as well as to identify lessons learned and areas that are in need of further investigation. Examples are drawn from the four cases in the light of the present context of the field of adult literacy, and various conclusions and new directions are drawn from this material. Overall, in the context for both the 1990 Jomtien World Conference on Education for All and the 2000 Dakar World Education Forum, it is concluded that substantial new work will need to be done not only to meet the target goals of the EFA initiative, but even to know with credibility how far along the path to these goals nations have traveled. Thus, the LAP studY, and work that may follow from it, may well serve as stepping stones toward promoting systematic assessment of progress towards achieving the universal goal of a more literate and equitable world.