Organisational change is away of life given the fact that there are a number of prevailing forces, for instance, globalisation, information technology and industrial consolidation. In such circumstances, organisations need to be more fluid, inclusive and responsive. They need to manage complex information flow, grasp new ideas quickly, and spread those ideas throughout the enterprise. At least two questions are pertinent here, how effective should change be managed? What qualities should the leader involved in change management have? It is important to note that change management plan can reduce an organisation’s effectiveness. It can lead to rigidity, bureaucracy, and resistance to change. For instance real change require people to change their behaviour. Is it easy for people to change their behaviour? Change calls for a leader who can challenge, motivate and empower their teams. It calls for teambuilding, which is essential for success during the transition. Three assets associated with successful leadership during change are concepts, competence and connection. A changing organisation calls for a leader who has passion, conviction and confidence in others; a leader who has the ability to look not just at how pieces of their business model fit together but what doesn’t fit; one who can challenge the prevailing organisational wisdom or assumptions; and one with a kaleidoscope kind of thinking.

Primary education decentralization in Tanzania implied a radical shift away from central control of education through the Regional bodies to the local district authorities. All these reforms in the pretext of a Local Government Reform Programme within which the local authorities were given control over the delivery of primary education in Tanzania’s urban and rural districts. The rationale for the adoption of the decentralization policy was to improve efficiency, and quality in primary education, and widening the financial resources base for primary education funding.  Decentralization also aimed at enhancing the participation by the local communities and other stakeholders with legitimate interest in primary education through the decision –making process and funding of the sector’s development programmes. the PEDP(Primary Education Development Programme (2000 – 2006) were part of the key tenets of the decentralization policy  introduced  to achieve the primary policy objectives of quality efficiency and an improved resource base for primary education funding. Despite there is sufficient empirical evidence to suggest that there is an increasing concern over the quality of primary education especially in the rural districts of Tanzania. Pertinent issues and questions have been raised over the impact of the decentralization policy on the development of primary education in the rural areas. It is the aim of this study to assess and establish how the decentralization policy as a means of providing autonomy to the districts has influenced the development of primary education in Tanzania’s rural areas.