ABSTRACT The inain objective of this study was to assess the current contributiollS made by NGOs' to primm)' education quality improvement in Benishangul-Gul11uz Regional State in the case of Assosa Zone, To achieve this, the descriptive research method was used. The sample covered seven Weredas. Out of the total 60 primm)' schools under NGOs operation 18 schools were included in the sample. The data were collected through questionnaire, interview and document analysis. The participants were 18 primm)' school principals, 39 primm)' school teachers, 2~ benejicimJi students and 16 educational leaders and coordinators at various levels ofeducational offices. To select the respondent groups, availability, comprehensive and quota sampling techniques were used. Frequencies, pqrcentages and means were used to analyze the collected data. Based on the analyses, the study reveCli<:d that NGOs have made different activities to improve the determinants ofquality education in Assosa Zone. There were six NGOs programs in relation to quality improvement. The programs have been functional in seven Weredas. And they have covered 60(43.5%) primmJi schools. Sometimes, these NGOs involved in solving differat economical and socio-cultural problems ofstudents, providing training to educational leaders, illcreasing the awareness ofparents, building additional classrooms within schools and building new schools. Rarely, they involved in establishing & strengthening school clubs, building students moral and ethics, organizing & equipping school cluster resource centers, conducting quality focused supavision, improving school environment, providing training to teachers, supporting learning assessment, providing educational materials, supporting school remedial and tutorial classes and developing a mother tongue language as medium of instruction. As a result there "were significant quality related changes made by NGOs involvement. Enhanced capacity ofeducational leaders, minimized economical and socio-cultural problems ofstudents, improved capacity ofteachers in teaching methodolof::'ies and increased a,mreness ofparent's in their children's learning were some ofthe major changes. Besides, the study identified that the input and process aspects of quality got more emphasis than the outputs and outcomes related issues. The study also showed that these NGOs contribution was chailenged by different factors. Shortage of well organized information system, lack of chain with other organizations, lack of infrastructure & social services, misuse offund & "iaterial, seeing al1 NCO only as gap filler rather than as a development actor, absence ofqualified staffand less cooperation ofpartnership ,..-ere some of (he major factors. From the findings. it could be concluded lhat there oms considerable cOl1lribltlion of i'/COs to the qualif)' improvemenl of Assosa Zone prilJlOl)' educalion. Thus, it has" been suggested thot NCOs shall plan for cOl7linui(v and intensity of il1fervel7iion and develop working ,pith schools to address output aild oulcome relaled issues 0./ quaiily such as student motivation to learn, changes in behavior, slUdel1ls I appreciarioi7 ofschool, asscssmcnl Illethods, 1lli?l7toring and coach,;ng. l-.1ol'eol'cr, /'/COs im'oh"cmei1! should be an integra! and important clement 0./ lhe zonal and regional edlicarion SySTems. Networking should be srarting iii [he region ill general and in rhe .'Ill/died zone in particular so lhm it can bring The required change.

Submited in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Educational planning And management