Dissertation (MA Education)This study focused in examining the significance of stakeholders´ awareness and participation in the implementation of 2014 Education and Training Policy in Karatu district council. A case study was used with a sample of four Head Teachers (HTs), two Ward Education Officers (WEOs), and one District Educational Officer (DEO). Data were collected using observations and interviews. The findings revealed that, Free Basic Education (FBE) policy has had increased access to schooling for children who would otherwise have missed a chance to receive basic education. However, there was a mismatch between policy statement and actual implementation of the policy due to government poor involvement of the stakeholders in the planning processes. The findings also established that poor planning had resulted into several challenges compromising the implementation of FBE policy and demoralization of community initiatives in funding education and its provision. The stakeholders have had belief that the government has taken over the full responsibility of providing education and they have been relieved from financing education. The study concludes that there is a need to consider policy-making as an inclusive process that involves all stakeholders from policy formulation to its implementation. The study recommends the need for maximum participation of all stakeholders for fully realization of the country‘s educational reforms, and in particular for clear translation of FBE policy statement to actual implementation. Further research in other districts is needed to substantiate the findings obtained in the current study.