The purpose of this study was to examine the role of SDP and WVE in responding to thernneed for learning opportunities for those school age children in SNNPR.rnDue to thernunfortunate coincidence of the time for data collection and the public violence against thernpolicy on language of instruction in Wolayta, details concerning interventions by WVE werernnot thoroughly assessed.rnQuestionnaire, interviews, focus group discussion, review of documents, and observation ofrnactivities were used for data collection from 120 community members, 48 NFPE teachers,rn24 political leaders, and 16 education officials at district and zonal levels. The data werernanalyzed by employing various statistical techniques including percentages, chi-square test,rnmean of two independent samples, and qualitative approach to analysis.rnThe results have suggested that the NFPE project was rural focused.rnIts targets werernfemales, poor children, and minority groups who live in rural areas and those who had nornopportunity to learn and/or forced to drop out school for the reason beyond their control.rnWith this intention of the project the public seemed to have no objection. On the other hand,rncommunity participation in the affairs of NFPE project was limited only to labor andrnmaterial support. It was also observed that there was no clear assurance for sustainability ofrnNFPE activities beyond the specified project period or even before, if something went wrongrnbetween the donor and the recipient for almost all of its cost used to come from foreignrnsource.rnFurthermore, limited involvement of community, lack of conducive learningrnenvironment, absence of text books, lack of continuity in admission of new students on arnyearly basis, and lack of clear organizational structure to manage activities of the NFPErnproject have contributed to keep the user system suspicious of its future.rnLastly, searchingrnfor alternative domestic source of finance, promoting communityrnparticipation to its full-fledged level, creating at least modestly furnished learning places,rnlooking for the shortest path to supply text books, establishing clear and measurablernevaluation mechanisms, and paying more attention for factors contributing towards higherrndrop out rate were among the major recommendations forwarded so as to keep the NFPErnactivities alive and more effective.