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The book is focused on the efficacy of the democratic education decentralization policy implementation of the four schools of Kadoma District in Zimbabwe. The researcher reviewed literature and discussed the concept of the democratic education decentralization policy implementation and how this has been practiced in Zimbabwe. The theoretical basis of democratic education decentralization policies was outlined and the argument for and against the policy discussed. Thus the research explored the concept of education decentralization policy with specific reference to the notions of democratization and participation in Zimbabwe. Besides the qualitative and the quantitative research methods employed, the study was complemented by the observation on the ground and document analysis. The study unearthed that; the democratic education decentralization policy is characterized by some successes and problems during implementation of the policy as indicated by the paucity of the teaching and learning resources.
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