The evaluative implications of adult literacy for all, as delineated by the World Conference on Education for All (held in Jomtien, Thailand, on March 5-9, 1990), are examined. These implications are presented in four interrelated sets related to different stakeholders at different parts of the system. The Education for All (EFA) initiatives encompass progressive concepts of development and education. Education is seen as a fundamental human right, and basic education for all is recognized as a historical moral imperative. The structure of an overall evaluation of the EFA initiatives should have two important aspects: (1) meta-purposes of developing and reinforcing a culture of information and building institutional capacity; and (2) focus on combining institutional accreditation with program evaluation. The evaluation system should incorporate the following principles: internal evaluation; macro-evaluation and micro-evaluation; necessary and sufficient data; quantitative and qualitative evaluation; and evaluation that serves the facilitator, program designer, and policy maker. The case study of a national evaluation of Swedish schools and adult education reflects these principles as they must be applied in EFA evaluation. A 13-item list of references is included. (SLD)