The purpose of this study is to examine the practice of planned change in education at thernlocal level. To meet the objectives of the study, relevant literatures, documents, reports,rnperiodicals had been treated. Descriptive method of study was employed. Questionnaires,rninterviews and observation were used as instruments for collecting information.rnTeachers, principals, Woreda education offices heads and experts and members of parentrnteach ~r association were the source of data. An interview with two of higher officials, thernhead and deputy, at regional education bureau was also conducted.rnThe collected information was systematically arranged and analyzed. Percentage andrnnumbers are used as tools for the reason that they make it easy to understand the jindingsrnand recommendations for most teachers, principals and political leaders who working atrnlocal levels.rnThe study revealed that the critical problems of low student enrol/ment rate, sex andrngeographical disparity, the absence of competent and motivated teachers andrneduClltionalleaders, the shortage of teaching materials and facilities ,and unconducivernschoul environment were the major internal causes that demand schools and WoredarnEducation Offices to bring about p lanned change. On top of that WEO and schoolsrnintroduced change so as to implement plans that were developed for change by therngover.lInent at variolls levels; local regional and national levels.rnWoreda Education Offices and schools have introduced planned change in organizingrnmulti grade school, clustering smail schools and alternative schools so as to create bellerrnopportunity for access to education and to improve the utilization of the existingrnresources. Besides, organizational structure of WEO was changed and new guidelinesrnand strategies were produced to improve and strengthen school-based managemen t.rnThe 110n collaborative school culture, constant turnover of chief educational leaders andrnth eir lack of competency, inappropriate leadership style at both the district and schoolrnlevel were facto rs that affect the processing of change in education negatively.Above all inadequate educational resources (human, material and finance), inconsistencyrnof plans, poor school community relation, lack of power to make decision at school levelrnwere also being the strong restrainingfactors.rnEducationa/leaders at WEO and schools and teachers attempted to overcome some ofrnthese restraining factors. However, the effect was not as such satisfactolY as therndynamism of school environment required.rnTherefore, the writer recommended that training related with planned change inrneducation in particular and change management in general has to be provided for schoolrnteachers and educational leaders. More than other things due attention should be givenrnto improve the capacity of teachers and principals as well as to motivate them. Thernshortage of teachers also made teachers to carry out more than expected load. As a resultrnthey don't have time to think and develop new ideas. Therefore, using high rankedrnstudents and knowledgeable persons ji-om the community as tutors, peer instruction, selfrntaught ' and distance program should be introduced. Moreover, schools have to makernendeavor to create network / linkage! with other sectors and volunteers to get technicalrnand material support. Besides, Schools need to organize and strengthen researchrncommittee and pedagogical center, have to conduct experience sharing in order to inducernteachers with new ideas and way of doing things. Furthermore, School basedrnmanagement has to be strengthened. Parents have to be given chance to involve in schoolrnadministration. The high tum over of the educational leaders has to be minimized andrnshould be given job security.