This study's objective is to examine the relationship between the mean years of schooling, level of adult literacy skills, and democratic development levels. The study was designed as a relational survey model. The analytics employed is the path analysis, which tests the existence of causal relationship between the variables. The statistical analysis indicates that a significant and strong relationship exists between the mean years of schooling and adult literacy skills and further that a significant, medium level, relationship is present between the countries' adult literacy skills and their democratic development levels. Moreover, literacy skills create a significant mediation impact on the relationship between the mean years of schooling and democratic development level. Also significant is the indirect impact of the nations' mean years of schooling on their democratic development levels. Countries seeking to sustain and protect participative and deep democracy may need to review their formal and informal education policies. Therefore, it may be especially necessary to attach greater importance to cognitive-verbal processes in formal education institutions as a departure point of action.