Progress towards universal primary education aims at ensuring that by 2015 allrnchildren, including girls, children in difficult circumstances poor marginalized andrnthose belonging to ethnic minorities, have access to and complete, free andrncompulsory primary education of good quality. This program is obviously inrnprogress entirely in the country to achieve the goal at the targeted date. Therefore,rnthis study attempts to investigate the practice, challenges and prospects of thernimplementation of UPE and its predicted outcomes in the Harari region educationrnsystem. This study is conducted taking 20 primary schools within selected five subdistrictsrnas a sample. It applied descriptive survey method utilizing quantitative andrnqualitative data obtained through questionnaire, interview and document analysis.rnPassing through these steps the study found out that the region need to go longrnway to improve net enrolment, equity and quality primary education to achievernUPE.rnIn fact, remarkable gains have been registered in the region in gross enrolmentrntowards universal primary education. But it still has long way to go. Progress hasrnbeen too slow and too uneven in rural parts of the region. There is a clear andrnpersistent danger that some key activities will not fully accomplished. Averting thatrndanger is vital, not just because education is a basic human right, but also it isrncrucial for improving child and maternal health, individual incomes, environmentalrnsustainability and economic growth and driving progress towards UPE and otherrnMDGs. Getting all children into and through primary education requires a farrnstronger focus on the marginalized rural poor and urban disadvantaged. Gender,rnincome and location interact with other factors of disadvantage, such as language,rnethnicity and disability, to multiple barriers to school entry. Activities of improvingrneducational opportunities for the poor rural marginalized groups are observed farrnbelow average. There is no satisfactory education opportunities arranged andrndelivered to those children with disabilities. Among the most serious obstacles,rnhowever, are negative attitudes towards the disabled which affects both schoolrnparticipation and self-confidence of children with disabilities.rnThis survey report persuasively argues that equity must be at the centre of the UPErnagenda, to offset rising inequalities. Getting girls into schools demands concertedrnaction to change attitudes and household chores. Financing, participation andrngovernance reforms have an important role to play. This clearly has to change inrnorder to achieve UPE. But increasing financing without equity will not benefit thernrelatively most vulnerable and disadvantaged groups. Improving all aspects ofrnquality education and ensuring excellence of all so that recognized learningrnoutcomes will be achieved. Quality is at the centre of education. When children lackrntrained teachers, learning materials, instructional time and adequate schoolrnfacilities, they are unlikely to master the basics. This report looks quality in terms ofrnlearning facilities, learning conditions, the teaching workforce and learningrnoutcomes. There are short comings in terms of educational facility inputs,rninstructional processes and its yields.