This study has attempted to evaluate the planningrnsystem practiced in the literacy progr8Jllme of Ethiopia.rnIt tried to investigate whether there is substantialrnrelationship between the programme planning systemrnexperienced in the literacy programme of Ethiopia and thernplanning system advocated by unesco sponsered conferences,rnand different adult educators.rnThe study used a combination of descriptive andrnanalytical research methods. The data for the study werernobtained from three sources i.e. review of related literature,rnthe documents issued in the programme, and interview.rnPuprosive sample of people, in the Department of AdultrnEducation, were used in the process. Unstructured interviewrninstruments were developed and used in the study. As arnconsequence of the nature of the instrument used, thernfindings of the study were presented by way of qUQlitativernexplanations about the adequacies and inadequacies of thernplanning system deployed.rnAccording to the findings of the study, the literacyrnprogramme was massive C8Jllpaign thQt sought to make all adultrnmen and women in the nation literate within around sevenrnyears. In this perspective, the programme's plan resembledrnto be ambitious. The intention of the government to promoternthe literacy programme was mainly for political purposesrnwhich appear to be narrow in its scope.rnIn the planning process of the literacy programme, nornstudy of the melieu had been executed to integrate thernnational necessities with the needs expressed by therndifferent social groups. A Single model wasÂ· used withoutrnany adaptation being made to different geographical areasrnor the needs of different social groups.rnThe planning system exercised in the literacy programmernwas based on a centralized model as that of the formalrned~cation. This approach is contradictory to the principlesrnof adult literacy programmes. The needs and problems ofrnthe local communities were largely overlooked and notrnreflected in the curriculum designed. This. imply that therncurriaulum was not functional and responsive to the localrnneeds of adult participants. Several problems were inherentrnin the progr8JllJlle as a result of the defects of the planningrnsystem used.The programme planning and the implementation pattenmsrnapplied in the literacy programme were not adopted andrnadhered to the basic principles of functional literacy thatrnhave been widely acknovdedged for effective literacyrnprogrammes. The implication the writer has drawn from thisrnis that the effectiveness of , the literacy programme isrndoubtful.rnOver and above, the progralJlllle has been characterizedrnby acute shortage of specially trained literacy workersrn1n the field of adult education. This suggests that thernprogramme's activities were mainly based on mere chances.rnVery little attention has been given to the training ofrnliteracy agents compared to the formal education in therncountry. Consequently, it is difficult to expect effectivernqualitative outcomes from the programme.rnIn conclusion, there are clearly noticed differencesrnbetween the planning system experienced in the literacyrnprogra.mm.e and the planning system vlidely advocated byrndifferent adult educators.rnOn the basis of the findings of the study recommendationsrnwere made with the premise of improving the programme planningrnsystem. Moreover, the paper suggests for the restructuringrnof the exieting adult lieracy programme of the nation.