The main purpose of this study was to undertake an assessment of communityrnparticipation in the management of primary education in Oromia Region Arsi Zone.rnThe methodrn~mployedrnwas descriptive survey, and the study was carried out in fivernworedas. The sampling techniques used were purposive and random samplingrntechniques. The data were collected mainly through questionnaires and structuredrninterviews questions. In addition to this, document analyses of the school and woredarneducation office were made to collect the necessary information. All data obtainedrnthrough questionnaires, interviews and document analysis were analyzed by usingrnpercentage, mean value and the Kolmogorov-Smirnov D test as well as qualitativernanalysis.rnThe main finding of the study indicates that community participation in thernmanagement of primary schools activity to discharge their roles and responsibilitiesrnwas not high at desired level. Due to this, their contributions to increase an access andrnreduction of educational wastage were not significant. The capacity of PTA and KETBrnmembers' got from the training and orientation given to them to execute their dutiesrnand responsibilities was not adequate.rnThe major factors that challenge active participation of community in the managementrnof schools were found to be lack of skill, knowledge and poor understanding of theirrnroles and responsibilities, lack of time and poor economical background, low level ofrnprincipals and teachers initiation and support, reluctance and lack of commitment duernto lack of incentive, and trusting that educating children as duties of principals andrnteachers. From this it is possible to conclude that, however, KETB and PTA communityrnmembers have decentralized autonomy to manage the school activities, they are notrnmostly discharged their roles and responsibilities given to them by law.rnThus, to minimize, orrnif possible to alleviate the above problems, some attainablernrecommendations were forwarded with the intention of obtaining commitment ofrncommunity participation in the management of primary education. These include:rnexamine and understanding nature and structure of community, identifying the trainingrnneeds and address these need, establish communication channel, conduct assessmentrnand provision of incentive for their participation