Shibeshi, Ayalew(Ato)Lulu, Balcha2018-07-092023-11-102018-07-092023-11-102010-06http://etd.aau.edu.et/handle/12345678/7183The main purpose of this study was to assess the performance of ESOP at primary level and to identify the major challenges and problems that have affected the achievement of the ESOP III at national level. The study employed a descriptive survey method, and involves both primary and secondary sources of data. Recent education statistical data of primary education were used to make the analysis on the progress towards the assessment of EOOP III at primary level. Moreover, primary data through questionnaires and interviews were collected from process owners and experts at MoE and REBs. Moreover development partners were involved in the interview. The collected data were analyzed and interpreted using enrollment ratios, parity index, percentage and mean. The finding of the study revealed that educational access and coverage have shown remarkable improvements over the last five years, between 2004/05 and 2008/09. However, as the net enrolment ratio shows, entry to grade one has been highly dominated by over-aged children, particularly in rural areas. Improvements were also registered in ensuring equity in the provision of primary education, but disparities between boys and girls and urban-rural disparities have been challenges to the achievement of ESOP III at primary level. The capacity and management-related-problems such as lack of technical support to the regions, lack of adequate training for the implementation of ESOP ,High tum-over of implementers, regional, urban/rural and gender disparity, Inefficient utilization of resources, poor quality of education, weak education planning and implementation/management capacity particularly at MoE, inadequacy of basic school facilities, shortage of qualified and experienced teachers in the second cycle of primary education in the rural areas, inefficiency of smooth student flow through the educational ladders of the primary schooling as reflected by low survival and completion rates due to drop-out and repetition problems, low quality of school infrastructure, due to a strong reliance on low-cost constructions, long homeschool distance, lack of school basic facilities and materials, lack of counseling and support for students and the likes were identified as a factor that made schools environmental less child-friendly and discouraged school attendance. The socio-economic and cultural problems: family low income, drought and food shortage, child labor demand, parents' illiteracy, early marriage and the likes also affected the education of children, particularly of girls and rural children. Moreover, less commitment of the political leadership to education has also contributed to the non-achievement of UPE in general and ESOP Iff targets in particular. Thus, ifthese present conditions and challenges persist, the coming ESOP IV has less chance to achieve the goal of UPE by 2015. Emphasis should also be given to increase access and equity by addressing all the inhibiting factors (social, economic and cultural). Moreover, all these could be put to the ground with strong political and leadership commitments. In order to achive the target set during the ESOP the political committeement is vital. The management and the evaluation of the progress of ESOP should be strengthening. The Annual review meeting and joint review mission should be strengthened. Above all the String committee at MoE and REBs should be functional. The implementers should work their daily activities as per ESOP implementation manual. Finally, the study recommended that for ESOP to be achieved those challenges and problems need to be solved. Net intake rates to grade one should approximately reach 100%, and the cohort ever entering grade 1 must be kept in the system to progress through the education ladder to complete the final grade of primary education by avoiding dropout and repetition. Effective strategies designed than the current trend for the emerging regions. Opening mobile schools and Para-boarding schools for meeting the needs of pastoralist and semi-pastoralist students Strengthening the school feeding program for food insecure areas and Providing special support programs that can promote enrolment of girls and the retention in schools Construct more upper primary schools and classrooms in rural areas should be given to the implementers.enEthiopian primary educationThesis