This study set out to examine the extent of decentralization of educationalrnmanagement in terms of scope, intensity and commitment, below the regional levelrnwith particular focus at the wereda level in Tigray and Amhara National RegionalrnStates. It employed a comparative descriptive method . Data were gathered fromrnwereda education personnel through questionnaire and unstructured interviews, andrnfrom documents.rnThe study revealed that decentralization has begun to occur at the subregionalrnlevel including the wereda albeit with limited scope in the substantive areas ofrnauthority over finance, teacher issues, school construction and educational materials.rnThe intensityrnI~velrnwas judged as average in terms of the type of decentralizationrnwhich was found to be a combination of deconcentration and limited devolution. Itrnwas weak, however, in terms of personnel coverage and own revenue as well asrnregional allocation . The commitment to decentralization at wereda level was foundrnto be mixed, by showing readiness to transfer responsibility and authority in Amhara,rnand an attempt to develop guidelines for the wereda level in Tigray as well as therncreation of mechanisms for popular participation in both regions on one hand, andrnthe poor capacity at the wereda level in both regions, especially in Tigray on the otherrnhand. It was concluded that although there are attempts to decentralize educationalrnmanagement below the regional level , the extent at wereda level is generally weakrnespecially in Tigray.rnGreater attention in developing wereda capacity in organizational structure,rnthe number and quality of personnel, clear delineation of responsibilities, authority,rnand accountability of the various bodies involved , and a united effort for furtherrnrigorous research on decentralization are recommended .