The general objective of this study is to examine the practice of educationalrnplanning in context of decentralization, to identify the major problems and tornprovide possible recommendations to be considered by responsible bodies so thatrndecentralized educational planning in Benishangul Gumuz Regional State will bernimproved. In order to meet the objective of this study the descriptive surveyrnresearch method was employed. Questionnaires, group discussion, interviews,rnand document analysis are data collecting instruments of this study. The s amplernpopulation comprised of a total of 316 respondents; 40 from regional educationrnbureau and zonal education offices, 60 from woreda education and capacityrnbuilding offices, 216 respondents from 24 schools. In addition, 18 ParentrnTeachers Association members and 2 experts from finance and economicrndevelopment bureau were part of the sample. To select respondents, simplernrandom and purposive sampling techniques were employed. The data gatheredrnwere interpreted and analyzed by using statistical techniques such as frequ ency,rnpe rcentage, mean value and standard deviation. The findings of the studyrnrevealed that there was: no responsible unit for educational planning activities a trnlower administrative tiers; poor participation of stakeholders in planning proces s;rnno approval of final educational plan document; no clear procedures for planrnformulation; implementation and evaluation; poor linkage between thernpreparation of annual plan and the preparation of the annual budget ; lack ofrntimely availability of human, financial and material resources and inefficientrnplan evaluation system. Based on the findings this study has arrived thernfollowing conclusions: at different administrative tiers in the region there was 110rnadequate organizational structure for planning; there was lack of legislation andrnsupporting decrees that guide planning process; there was low participation ofrnstakeholders in planning process; and poor efficiency of the educational planrnevaluation system. Moreover at regional and woreda levels the final planrndocument was not approved by any authority, and at woreda and school le velsrnthere was shortage of budget for education sector. Based on the above findingsrnand conclusions it was recommended that: the regional education bureau inrncollaboration with the regional capacity building and civil service bureau shouldrnrestructure the planning units at different administrative tiers; the regionalrneducation bureau in collaboration with bureau of finance and economicrndevelopment should develop guide line for plan formulation, implementation andrnevaluation; the regional education bureau should create enabling policyrnenvironment for donor agencies and private sector; the educational institution atrndifferent administrative tiers in the region should involve respective finance andrneconomic development office in their planning process; the regional bu reau inrncollaboration with the woreda education and capacity building oJfices andrncapacity building and civil service bureau should strengthen the capacity of EMISrnat woreda level; the regional education bureau and woreda education andrncapacity building offices should approve the plan documents by constitutionallyrnor legally empowered bodies.