How we conceive of curriculum and curriculum traditions is important because our conceptions and ways of reasoning about curriculum reflect and shape how we see, think and talk about, study and act on the education made available to adult learners. This study was carried out in order to understand and explicate the conceptions adult education practitioners hold and the dominant traditions observable in the development of adult literacy curriculum in Ethiopia. Accordingly, it was found that adult education practitioners are theoretically well informed on the meaning and purpose of adult...