2025 ER Annual Report

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The 5th Annual National Children’s Reading Summit, organized by Ethiopia Reads on April 2–3, 2025, in Addis Ababa was a great success. This year’s theme was “Cultivating a Nation of Readers: Inspiring Parental Involvement and Cultural Storytelling for Early Childhood Literacy.” We brought together around 200 educators, researchers, ECD experts, central and regional government education officials, authors, illustrators and literacy advocates to promote a frank and serious conversation about improving early childhood literacy across Ethiopia.

Over the past six years since the launch of the National Children’s Reading Summit, the event has undergone a remarkable transformation. Initially, we had to request participants to attend, but now it has become a standing-room-only conference. Literacy professionals in Ethiopia have embraced the event as the premier platform for professionals and officials to address the challenges of children’s reading. Ethiopia Reads has established itself as a trusted independent convener through its consistent focus on fostering high-quality conversations. This is achieved by inviting engaging and relevant speakers and providing a space for non-presenters to contribute and engage in debates. Despite the relatively small size of our organization, Ethiopia Reads has garnered a strong reputation as the most credible team to host critical and influential discussions on foundational learning in Ethiopia. We are committed to building upon this reputation and continuing to contribute to meaningful discussions in this field.

A full write-up of the event is here: Summary of Ethiopia Reads 5th Summit 2025.

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The Board of Directors also spent two days discussing our accomplishments, monitoring and evaluation, areas needing improvement and prioritizing activities and expansion for the next 2-5 years. We would like to thank Melaku Negussie for his hospitality and in providing the meeting space for ER. 

Ms. Alemtsehay Wodajo with Yemisrach Worku, ER Country Director

Directors Elizabeth Taylor (right) and Carol Settgast (left) with Yemisrach Worku (center)

Board of Directors Meeting – Day 2

Below are photos of our supporters at the Meet & Greet in Silver Spring. 

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Document is available here: ER Annual Report 2024

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Link to the story: https://amharic.voanews.com/a/6343164.html

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• Greater Recognition for our Work in Ethiopia: Ethiopia Reads has been recognized for our work over the years, amongst our literacy peers (e.g. Library of Congress award in 2016), the Ethiopian diaspora (e.g. SEED awards) and in Ethiopia (partnerships with the Ministry of Education and HoHe Awards).  However, slow progress in children’s literacy and a shortage of books and libraries remains a huge challenge in Ethiopia. This issue needs greater recognition amongst Ethiopian decision-makers, education professionals and parents.  In the recent years Ethiopia Reads been advocating more publicly for more books and libraries for children, through events such as the National Children’s Reading Summit, the only national event which brings officials and professionals interested in children’s literacy, reading and books together, and our recent sponsorship of the HoHe Awards children’s writing prizes, the only national children’s book awards.                                           
• Leading to Additional Larger, High-Impact Opportunities: Our professional work establishing libraries and providing books and trained educators to support “reading outside the classroom” is a critical aspect of children’s literacy development in Ethiopia. Few organizations have focused on this area and it is becoming much better understood and appreciated by the major players in literacy in Ethiopia, from the Ministry of Education (which has recognized us as a key partner) to major education donors such as the World Bank, UNESCO, DFID (UK) and the Finnish government. We believe that major opportunities will emerge to potentially deliver our expertise to much larger numbers of students. Over 30,000 primary schools serve well over 20 million pre-primary and primary students in Ethiopia, and few offer much for children to read outside textbooks, so there’s plenty to work on!                                                                                                                       
• Stronger Capacity to Build and Deliver Our Programs: Over the last 2-3 years  we have diversified our income sources to be able to focus more confidently on the longer-term aspects of our mission. Thanks to the support of our growing number of Mission Investors, who have committed to support the strengthening of our organizational capacity, we will be hiring development and communications team members in 2021. We will also be building our team in Ethiopia, strengthening and expanding our board in the US and our advisory board in Ethiopia.                                                               
• Establishing Ambitious Long-Term Goals: Our mission has always been to create a culture of reading in Ethiopia, focusing on the young, making books available through school and public libraries to reach as many young readers as we can. However, to make a material impact on the reading habits of the huge population of younger students in Ethiopia, we need use our experience and credentials to partner with national and regional educational organizations more creatively, advocate effectively through Ethiopian media, and employ digital media to reach parents and families directly. Our ambitious goals such as advocating for libraries for all primary schools, better access for kids to books in their communities and neighborhoods, national reading campaigns, improving the children’s book distribution ecosystem, and volunteer-run public libraries are all being launched or explored as long-term goals.

To do this, we need your sustained support and donations, and for you to spread the word about our important work!

At a time where Ethiopia faces many challenges, we believe that it is important to focus on investing in work with long-term value. Our goals will have a long-term positive impact on the knowledge, ideas and dreams of millions of children, who will grow into well-informed citizens, equipped to play a full and positive part in their country’s future.   

Please join us as a partner in our work and journey, by supporting us now at the donation link below.

Many thanks,    

Malcolm Clark
Chair, Board of Directors

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Why does Ethiopia Reads support the printing, shipping and distributing of children’s books written in local languages? 

The ability of children to read is built upon a foundation of oral language. It is easier for children to read words that they have heard others around them use, or words that they themselves use in daily conversation. The language that a child first speaks, is their gateway into reading. Therefore, it is very important to provide adequate and appropriate resources in a child’s first (or local) language. When we speak of supporting a child’s language, that means in addition to the reading instruction (which they get from their textbooks and classroom teachers) we must provide frequent opportunities for children to practice reading, writing, listening and speaking in their first language. 

Our Ethiopia Reads libraries and trained library professionals provide an inviting space and the resources to encourage beginning readers as they practice their newly learned reading skills and strategies. Since learning to read can be very challenging for children, utilizing high interest, colorful and engaging local language books encourages beginning readers to read. Our libraries include books that are relevant to Ethiopian children and are created at an appropriate level of difficulty. Our research-based Ethiopia Reads Book Centered Learning Curriculum^© provides librarians with activities to help new readers build fluency and deepen comprehension when using local language books. This curriculum also invites children to write their own stories and to share their ideas with others. Literacy changes lives! 

Why does Ethiopia Reads supply their libraries with children’s books written in English?

Language research shows that children’s literacy skills in a first language transfer to reading in other languages. In Ethiopia, beginning in Grade 1, Ethiopian children in government schools are taught to read in both English and their local language. Beginning in the upper primary grades, English is used as the language of instruction for students. Beginning in about grades 6 or 7, English becomes the main language of instruction and also the language used for entrance exams, advanced academic programs and is the language used in higher education institutions. Therefore, if children are expected to be able to read, write and learn concepts in English, it is necessary to provide them with the resources to do so, including high quality children’s books written in English supported with illustrations to assist in vocabulary development and comprehension. Children also need a space to practice their reading and someone to mentor them in developing a love of reading. Our Ethiopia Reads libraries and trained librarians work to provide exemplary support of students as they gain literacy skills, whether in their local language or English. 

Books selected include useful nonfiction and stories with strong story elements (plot, character, setting, conflict/resolution, theme) providing students with stellar models for their own writing endeavors. Some have inviting illustrations. Young children are exposed not only to stories, but also to topics such as science and history. Children become better readers- by reading. If we expect them to have a good command of the English language to help them actualize their potential, we must provide them with the resources to do so. The Ethiopia Reads Book Centered Learning Curriculum^© enables our librarians to support the learning of English for all students who access our Ethiopia Reads libraries. Literacy will change their lives! 

What are “dual language” books, and why are they beneficial? 

Dual-language books are children’s books that have two or more languages represented in a single book. In some forms, there may be just occasional words of another language included and those books often include a glossary of words to assist the reader in understanding the 2^nd language. In many dual language books that we distribute in our Ethiopia Reads libraries, full texts of the stories are presented in both English and a local language. This is referred to as a parallel text format. Most of these books have been published specifically for Ethiopian children and focus on familiar elements of their lives. This format and/or book design is helpful for students who are building fluency in their first language while learning a second language. Engaging illustrations add another layer of support for young readers, helping increase comprehension of the story. The Ethiopia Reads Book Centered Learning Committee has created specialized training for Ethiopian librarians regarding the use of both fiction and non-fiction dual-language children’s picture books and have developed accompanying curriculum guides for many of the Ready, Set, Go^© books we distribute in our libraries. These Ready, Set, Go^© books are created by the organization Open Heart Big Dreams.

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Church members wrote the bylaws for Ethiopia Books for Children and Education Foundation (now Ethiopia Reads) and applied for nonprofit status. They raised money with a read-a-thon, books sales, donations, and several matching grants from the Presbytery of Northern Plains to print 10,000 copies of the first book for children in Amharic and English entitled Silly Mammo by Yohannes Gebregeorgis. Children’s books were collected, and the National Presbyterian Women awarded the church a $10,000 grant to help ship the books to Ethiopia. On April 7, 2003, Shola Children’s Library in Addis Ababa opened with Jane in attendance. It was the first ever free library for children in Ethiopia!

 “I love going to the library, and with the books from there I am teaching my mother to read,” said an Ethiopian child in a letter to First Presbyterian Church members. 

First Presbyterian set the stage for Ethiopia Reads work today. Their connection and fundraising efforts continue. Through their noisy offering each week, members and friends continue to let their light shine for the children of Ethiopia. Other Grand Forks churches, schools, and organizations have joined First Presbyterian in this literacy mission. Grand Forks supporters have “planted” three Ethiopia Reads school libraries, supported professional training, and purchased local language books. 

Malcolm Clark, current President of the Board of Directors of Ethiopia Reads, appreciative of these efforts has acknowledged the power of a small group of people in making a huge difference in this world.  Malcolm commented, “First Presbyterian and its congregation provided Ethiopia Reads with early support and other organizations and individuals in Grand Forks followed. These Friends of Ethiopia Reads have been the most consistent supporters from any part of the US, having donated or raised well over $150,000. This unwavering commitment to the cause of building a reading culture for Ethiopia’s more than 50 million children and young people has been critical to our ability to focus on important issues. Today, close to 20 years later, we may have a chance to help make sure that all of Ethiopia’s 35,000 primary schools will have a library and trained librarians.”

Jane Kurtz now lives in Portland, Oregon, but continues to volunteer promotiing literacy in Ethiopia. This year, Jane is being honored by the Presbyterian Writers Guild with the David Steele Distinguished Writer Award for a writer’s lifetime achievement and influence through the written word — an acknowledgement of her books for children both in the U.S. and Ethiopia.

This article was graciously put together by Brenda Johnson, Bonnie Cameron, Barb Beach, Jane Kurtz, Dawn Botsford, Carol Settgast and ER current Board Member Ann Porter.

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