This paper is a first approach to the problems raised by the concept of experimentation in the field of functional literacy. It is divided into three main sections: (1) necessity, limits, and means of experimentation; (2) methods and fields of experimentation; and (3) the fields of experimentation. Hypotheses examined include: (1) The cultural minorities who are conscious of their situation as a minority are more open, seek more actively the raising of their level of knowledge and skill than the majorities; (2) The concept of school progression based on phonetic progression seems to have to be abandoned in the field of adult education; (3) Neither for the teacher nor for the taught is the traditional manual likely to be the best pedagogical instrument. It is concluded that in the conduct of the Functional Literacy Programme, each project, in terms of the objectives that are set for it, the circumstances, the specific capacities of its cadres, should work out an experimentation plan supported by a corresponding evaluation plan. (CK)