History

At the international level, data indicates that two issues have enabled UNESCO to focus on basic education since 1945. The first reason is the belief that 'illiteracy is the main obstacle to development', and the second is the belief that 'basic education (learning to read and write) is a human right'.

In 1889, Emperor Menelik II and in 1921, Empress Zewditu issued laws and guidelines to expand basic education in addition to religious institutions. Additionally, Emperor Menelik II issued guidelines for churches and monasteries to teach the country's citizens to read and write.

The 'Let Everyone Learn' principle issued in 1936 during the reign of Emperor Haile Selassie I came with two objectives: 'eradication of illiteracy' and 'improving hygiene'.

In 1948, the 'Let Everyone Learn' principle, which had been facing various challenges, was attempted to be advanced one step forward through a government announcement. For this implementation, teacher training institutions were established in Majete (1949-1953) and Debre Berhan (1950-1956) with the assistance of UNESCO and the American government, serving for a few years.

In 1954, under the patronage of the former emperor, a 'National Literacy Army' was established by volunteers and modest activities were undertaken. Based on the decision of the Education Ministers' meeting held in Tehran, Iran in 1957, that member countries should provide adult education professionally, Ethiopia became one of them.

In 1959, at the government level, the first 'Adult and Illiterate Education Main Directorate' was established separately in the Ministry of Education to lead adult education.

During the Derg government, basic education development was provided in four languages during the era of knowledge and work union campaign that showed significant activity. At the end of 1971, a national literacy campaign was launched with focus on economic and cultural development. This campaign was provided in 15 ethnic languages from 1971-1982. Through this campaign, millions of citizens were freed from illiteracy and a significant number of adults joined formal education.

Since 1986, based on the education and training policy implemented in our country, successive education sector development programs, particularly the Fourth Education Sector Development Program, the government has focused on adult education by coordinating education, agriculture, health, labor and social affairs, and women, children and youth sector offices in an integrated action-oriented adult education approach.

However, the program could not achieve the desired results as intended. The reasons for this lack of results were: the limited efforts made to expand adult and non-formal education provision, and the absence of an organized institution to coordinate, integrate and lead various adult and non-formal education and training programs at each level.

Based on this, starting from 2013, when the ministry's structural organization was improved, the government gave unprecedented attention to adult and non-formal education programs, organizing the sector under a lead executive and two desks, creating a new structure and implementing it.

Through this implementation, various approaches to increase the number of educated human resources in our country are being applied. Currently, regarding the work of this sector and adult participation, according to the 2009 CSA projection, compared to 21,047,152 adults who cannot read, write and calculate, by 2017, 13,015,641 youth and adults were involved in the program, enabling them to read, write and calculate, contributing to their economic, social and political participation in their country.