The expansion of school systems through ongoing mass education reform in many developing countries translates into not only increased school enrollments but also increased human and fi nancial resources at the school level. How these resources are managed is therefore central to the quest for quality and effi ciency. This book is an attempt to provide insights on how schools are managed in Uganda in terms of policy and practice. The book shows that Uganda's primary education reform program is anchored on a clearly legislated policy framework that is supported by intensive provision of key inputs but is undermined by weak school management practices. This conclusion is based on an in-depth analysis of the policy evolution; the capacity of School Management Committees (SMCs), including their autonomy and participation in school-based management; support systems for SMCs and their functionality; benefi ciary participation in school governance and response to education; information availability for accountability; and how schools are organized for learning. This book clarifi es the centrality of school-based management to education quality and effi ciency, including the existing gap in policy with respect to benefi ciary representation on SMCs. A three-pronged approach to strengthen school-based management is also proposed for the government to consider. This would include developing the capacity of SMCs, improving the functionality of support structures, and enabling a greater fl ow of information to benefi ciaries for accountability. The results are of relevance to policy makers, government offi cials at the national and local levels, and all actors in education, including head teachers, teachers, school management committees, and parents.