In Ethiopia, as the basis for any development endeavour, considerable attentionrnand priority has been given to primary education. In realizing this, the NewrnEducation and Training Policy of the country was promulgated in 1994. To thisrneffect, power, authority and responsibilities have been devolved from FederalrnMinistry of Education to the regional, zonal and woreda levels in planning andrnimplementing educational activities in general and primary education inrnparticular. In practice, however, these activities were highly challenged by arnnumber of problems. Thus, the objectives of this study were, to asses the extentrnof participation of the stakeholders, the extent of resource (skilled manpower,rnfmance and material) capacity, effectiveness and efficiency of the managementrnsystem as well as information and communication mechanisms in implementingrnprimary education at woreda levels in Oromia National Regional State.rnBased on these objectives, brief review of the related literature and experience ofrnsome countries was assessed. Using the descriptive survey method, the datarnwas collected from respondents through questionnaire, interviews and focusrngroups discussions. Furthermore, observations and relevant document analysisrnwere made. Using appropriate statistical tools the data was analyzed andrninterpreted.rnThe findings of the study revealed that the participation of NGOs and privaterninvestors in implementing primary education at woreda level was poor andrndespite its increasing pattern, community participation was suffering a lot fromrninadequate coordination and integration. On top of this, resource capacity inrnterms of administrative skilled manpower, qualified 2nd cycle primary schoolrnteachers, education finance and educational materials were found to be weak.rnEducational planning and its implementation were also challenged by shortagernof manpower at technical and managerial positions, inadequate screeningrnmechanisms and frequent turnover of woreda education officials. Educationalrnofficials and experts lack clear vision of planning objectives and governmentrnpolicies and regulations. Worse than this, female education professionals asrnrole models were not encouraged to take part in technical and managerialrnpositions. Furthermore, absence of modem information and communicationrnsystem were among the major factors that hindered planning andrnimplementation of primary education at Woreda level.rnPertaining to the fmdings deduced from the study, it was revealed that thernparticipation of stakeholders like NGOs and private investors in implementingrnprimary education at Woreda levels was poor. Other than this, though therncommunity participation has been encouraging, it lacked coordination andrnintegration at Woreda level. To this end, achieving UPE goal by 2015 could berndifficult.rnHence, it is suggested that enabling policy environment should be created inrnorder to enhance the participation of NGOs and private investor in planning andrnimplementing primary education at Woreda level. The participation of therncommunity should also be strengthened by providing technical and managerialrnsupports particularly at kebele and primary school levels. On top of this,rnrestructuring and staffing key technical and managerial pOSitions, assigningrnVIrnemployees on professional competence basis at WECBOs and increasing thernnumber of qualified 2nd cycle primary school teachers should be of immediaternaction. Provision of short and long-term trainings for the existing administrativernpersonnel and primary school teachers on sustainable basis were alsornrecommended. Furthermore, the RECBB in collaboration with RFEDB shouldrnincrease legal basis that allow use of diversified financial resources by WECBOsrnand Schools to minimize the financial challenges which in turn hampers thernavailability of educational materials and facilities. Finally, provision of needrnbased training and the use of modern technologies that could facilitaterneducational planning and its implementation at Woreda level are also suggested