This study examines the contribution of the project known as the ManaBu towards thernattainment of education al targets of the nation. The declared aim of the Project isrn"improvi ng access to qual ity basic education for school age children and constructing andrnmanaging community-based basic education centers". It is jointly implemented by thernOromiya Education Bureau (OEB) and Japan International Cooperation Agency (JICA).rnThe study utilizes both qualitative and quantitative research approach to gatherrninformation on the attainments and shortcomings of the Project. The sample schools forrnstudy are the three schools in Chiro and Kunni Woredas of West Hararghe zone.rnThe study found out that thcse schools have expanded access to education as they havernenrolled 11 32 students in the first two yea rs of their operation. But the schools havernbecome crowded in 1999 E.C. because they have to accommodate students in grade I andrn2. The schoo ls have managed to provide textbook for all their students in almost all of thernsubj ects they teach.rnThe pupil-section ratio is found to be large and the pupil-teacher ratio also high. Contraryrnto the policy of automatic promotion through continuous assessment in the lower firstrncycle primary schools, repetition stil l lingers in two of the schools. The dropout rate isrnalso high compared to the national and regional primary school dropout rate. The teachersrnin these schools are all qualified but, even the teachers who have long ycars ofrnexperience, are not given long term in-service training. They have heavy workload andrnare supposed to teach large number of students. All these factors render the quality ofrneducation that is being offered in the schoo ls questionable.rnThe community pal"ticipates in the se lection of site for the schools; contributes money,rnlabor and local construction materials for building the schools, pal"t icipates in thernmanagement of the schoo ls. But the participation is not as seen in other communitybasedrnschool; that is, it does not have a say in the curriculum that its chi ldren arelearning, it is not consulted when the timetable for the schools are set, it is not consultedrnwhen teachers are employed. This is because the schools strictly fol low the conventionalrnschool curri culum, work in acco rdance with the tim etab le prepared for the conve ntionalrnschool system, and teachers are employed by OEB.rnThus, it is diffi cult to compare them with community-based school in other countries.rnMeasured again st educational qua lity parameters, it is also hard to say that the schools arerncapable of produci ng children that have acquired knowledge expected from th em. Thernschools are headi ng towards more problems as no constructio n is underway to creaternspace for new entrants in the coming academ ic year. As a res ult, the Proj ect is expectedrnto devote more time and resource to be able to contribute its share to the regional andrnnational endeavor of attain ing UPE by 20 15.