Sisay, AytagedFayisa, Gamachu2018-06-292023-11-102018-06-292023-11-102010-06http://etd.aau.edu.et/handle/12345678/5086Progress towards universal primary education aims at ensuring that by 2015 all children, including girls, children in difficult circumstances poor marginalized and those belonging to ethnic minorities, have access to and complete, free and compulsory primary education of good quality. This program is obviously in progress entirely in the country to achieve the goal at the targeted date. Therefore, this study attempts to investigate the practice, challenges and prospects of the implementation of UPE and its predicted outcomes in the Harari region education system. This study is conducted taking 20 primary schools within selected five subdistricts as a sample. It applied descriptive survey method utilizing quantitative and qualitative data obtained through questionnaire, interview and document analysis. Passing through these steps the study found out that the region need to go long way to improve net enrolment, equity and quality primary education to achieve UPE. In fact, remarkable gains have been registered in the region in gross enrolment towards universal primary education. But it still has long way to go. Progress has been too slow and too uneven in rural parts of the region. There is a clear and persistent danger that some key activities will not fully accomplished. Averting that danger is vital, not just because education is a basic human right, but also it is crucial for improving child and maternal health, individual incomes, environmental sustainability and economic growth and driving progress towards UPE and other MDGs. Getting all children into and through primary education requires a far stronger focus on the marginalized rural poor and urban disadvantaged. Gender, income and location interact with other factors of disadvantage, such as language, ethnicity and disability, to multiple barriers to school entry. Activities of improving educational opportunities for the poor rural marginalized groups are observed far below average. There is no satisfactory education opportunities arranged and delivered to those children with disabilities. Among the most serious obstacles, however, are negative attitudes towards the disabled which affects both school participation and self-confidence of children with disabilities. This survey report persuasively argues that equity must be at the centre of the UPE agenda, to offset rising inequalities. Getting girls into schools demands concerted action to change attitudes and household chores. Financing, participation and governance reforms have an important role to play. This clearly has to change in order to achieve UPE. But increasing financing without equity will not benefit the relatively most vulnerable and disadvantaged groups. Improving all aspects of quality education and ensuring excellence of all so that recognized learning outcomes will be achieved. Quality is at the centre of education. When children lack trained teachers, learning materials, instructional time and adequate school facilities, they are unlikely to master the basics. This report looks quality in terms of learning facilities, learning conditions, the teaching workforce and learning outcomes. There are short comings in terms of educational facility inputs, instructional processes and its yieldsenEducationThesis