The main purpose of this study was to assess the practices and problems of training andrndevelopment programs in the education offices of Oromia. To achieve the purpose of thernstudy descriptive survey method was employed. The study was conducted on OromiarnEducation Bureau that was purposively selected and on four zone education departmentsrnand twelve woreda education offices that were selected using simple random samplingrntechnique. Moreover, while purposive sampling technique was employed to select officernheads and process owners, simple random sampling technique was used to selectrnpelformers. Hence, 17 office heads, 71 process owners and 88 pelf or mel's were involvedrnin the study.rnQuestionnaire, interview and document analysis were the instruments used to collectrndata. The data gathered were analyzed and interpreted using tables, percentages,rnji-equency counts, mean scores, independent t-test and chi-square. The findings of thernstudy indicate that training and development plan was prepared but it was not specific. Itrnwas also found that needs assessment and evaluation were not practiced. Moreover,rntrainees were not involved in training plan preparation, objectives determination andrncontents and techniques selection. Off-the-job training was the only method used. Therernwere no clear and transparent selection criteria of trainees. Adequate resources andrnfacilities were not allocated for the program. Shortage of budget, management's lack ofrnsupport, allocation of insufficient time for the program and absence of training andrndevelopment policy were the major training and development constraints identified.rnBased on the findings of the study, it is recommended that the education offices shouldrncarl'yout needs assessment comprehensively by considering organization level, task levelrnand individual level needs. Training and development program should be practiced basedrnon participatory approach. Clear trainees' selection criteria and evaluation criteriarnshould be established. Training department and/or training designers should sell thernprogram to managements. The offices should undertake program evaluation. OromiarnEducation Bureau by eliciting ideas from zone and woreda education offices shouldrnformulate training and development policy. In general, the offices should carryoutrntraining and development systematically to get fruitfitl results.