District-level planning plays a pivotal role in shaping the quality and equity of basic education, especially within decentralised systems. In Ghana, where educational disparities persist across regions, examining how local planning influences learning outcomes is both timely and essential. This review examine how district-level planning influences the quality of basic education in Ghana a question that lies at the heart of educational equity and systemic reform in developing contexts. Drawing on literature published between 2010 and 2025, the review considers how decentralised planning, when done well can serve as a powerful lever for transforming learning outcomes at the local level. It probes how decisions made at the district level about teacher deployment, financing, curriculum implementation, and stakeholder engagement shape not just access to education, but its depth, relevance, and inclusivity. While Ghana has invested heavily in policy frameworks like the Education Strategic Plan and decentralisation reforms, implementation remains uneven. Districts continue to face persistent challenges for instance weak data infrastructure, limited financial autonomy, inadequate planning capacity, and political interference. Yet, there are hopeful signs. Evidence from selected districts shows that where planning is inclusive, data-informed, and grounded in local realities, schools achieve better results especially for the most marginalised learners. The review concludes by arguing that district-level planning must move beyond technical compliance to become a practice of adaptive, participatory, and equity-driven leadership if Ghana is to realise its vision of quality education for all.