It is clear that goodpractices in educational planningformulation and implementation activities leads to significant improvements in the education system as a whole. Based on this the purpose ofthis study was to assess the practices and challenges in theformulation and implementation of school annual operational plans: The case of Government primary schools in East-Gojjam Administrative lone. To this end a descriptive survey method wus employed for the study. Related literature reviewed based on the experience of some countries from books, and websites were also usedfor the study. The study was conducted in 4 WEOs o/ 40 primary schools that were purposively selectedfrom l/ast-Gojjam. A total of 38 principals. 76 school department heads, 4 WEOs heads and 4 planners, 8 primary school cluster supervisor 1vere involved in the study. The data was gatheredfrom respondents through questionnaires, interviews. Furthermore in order to get add it ional and in depth informat ion group discussion and document analysis were also conducted. The data obtained wae analyzed using frequency percentage. mean and standard deviation. The finding of the study revealed even if, the government and different donors have conducted training to build the planning capacities of ih« principals and responsible bodies, still many of the primary schools' principals did not hm·(~ the required skill in school planning formulation and implementation processes. Lack of skills in key planning tasks such as data collection, projection. budget estimation, drafting the plan based on the necessary steps and lack of profile for the position was some of the constraints. There was also low involvement of the stakeholders in planning formulation as well as implementation activities. The schools were unsatisfied with the budget allocated to them. Absence of proper monitoring and evaluation mechanisms were among the major constraints. The luck of support from the higher level was also limited. Furthermore, the rewarding and motivating systems were not enough. There/ore it is possible to conclude that the above mentioned problems were the major factors that hampered planning formulation and implementation activities at primary schools. Hence. lo solve the above mentioned challenges and problems the coordinated efforts <!l A HD] . WEOs, development partners. educational institutions and schools are needed to minimize the problem and lo ensure quality education .

A Thesis Submitted in Fulfillment of the Requirements for the Degree of Master of Arts in Educational Planning and Management.