The main purpose of the study was aimed at surveying the practice and problems of thernnon-formal basic primary education in lowland Woredas of Bale Zone and thereby coming uprnwith affordable and locally adaptable alternatives for the under privileged groupsrnIn effecting for this purpose, descriptive survey method was employed together thernnecessary data for the study. Both the primary and secondary sources of the data were used torntest the variables of the study. Five lowland woredas were randomly chosen form 12 lowlandrnworedas of Bale Zone, and from these lowland woredas 25 NFBP E centers were randomlyrnselected as a sample of study area. From these sample areas, 120 NFBPE learners, 22 NFBPErnfacilitators, 74 NFBPE teachers, 12 WECBO relevant education experts and 2 ZECBD relevantrneducation experts were involved as a subject of the study .rnThe data were gathered through questionnaire (from facilitators and teachers), interviewrn(from Woreda and Zone education expert), and focus group discussion with NFBPE learners,rnobservation and document analysis.rnThe data were analyzed using simple statistical tools, percentages and descriptive statements.rnThe findings of the study revealed that the objective of the NFBPE program is to provide basicrneducation for out of school children and some adult who can or do not get the access to attendrnthe formal education program due to many reasons and eradication of illiteracy. However, thernlowlands of Bale do not have organized non-formal basic primary education curriculum speciallyrndeveloped for out school age children.rnAs to the efficiency of education the study revealed that the lowlands of Bale Zone isrncharacterized by subsistent agricultural economy, low level house hold income, recurrentrndFought, traditional farming practices, distance form home to school, lack of facilities andrnservices were the factors for high dropout of the learners.rnFinally, developing standardized and organized curriculum for out school age childrenrnor the state of minimum essential learning needs for each level of the NFBP E program that isrnequivalent to the first cycle primary education; facilitate facilitators and teachers pre-service andrnon-service training, strengthening partnerships and work in collaboration with NGO's,rngovernments and Â·community; allocate reasonable budget; follow up and evaluation of thernprogram frequently at all stages were the major recommendations forwarded in order to improvernnon-formal basic primary education program and for sustainability of the program