Abstract:
This study was carried out with the aim of assessing the practice, and challenges of universal primary education policy in Aw bare District, Somali regional state and to forward need full interventions to minimize the problems in the schools under study. Survey research design and triangulation mixed methods were employed to carry out the study. Both open and close-ended questionnaires and interviews were the tools used to gather data. Fifteen primary schools were randomly selected from total of 30 schools which found in Awbare District. The total selected sample size was 230participants, 110 among the participants were teachers, 30 parent teacher association (PTA), 75 school board and 15 principals were used in this research as the primary source of data. Study participants were selected by using stratified, simple random and purposive sampling techniques. Both quantitative and qualitative data were collected via questionnaires, interviews and focus group discussion to gather the necessary information. The collected quantitative data were analyzed through frequency count, percentage, mean, standard deviation, and one way ANOVA post hock tukey, and qualitative data analyzed by using theme narration. The study reveals that there is significance disparity between participants gender in practice of UPE; there is significant disparity of the participants age in practice of UPE; there is significant disparity in experience service in practice of UPE, Teachers’ principals and District education officers should work together to create conducive atmosphere by having integrated relationships. Further this study reveals that factors that are hampering implementation of UPE are lack of proper implementation of UPEP, school environment is not suitable for teaching and learning, lack of relationship of teachers and school leaders. Thus, the results suggested that governmental and non-governmental educational organizations are advised to work collectively reaching out universal education for all citizens and make it accessible for all.
