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It is important that actors at subnational level are involved in the situation and problem analysis to increase ownership. However, if that has not been done or if subnational actors have not been sufficiently involved, it is recommended that the emerging findings and outcomes of the situation and problem analysis be widely shared and discussed with them in order to receive their input and validation and ensure full ownership. Their contributions to the construction of an intervention logic/theory of change will further increase ownership by actors at the subnational level. This can also take place during the priority program development phase, where challenges will be discussed again, to help identify strategies and activities.

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It is essential to assess capacities of the individual, organization, and the institution, and their relationship with external stakeholders, before moving to subnational level implementation to limit the risks of blockage due to inadequate capacities.

Chapter 13 (Functioning and effectiveness of the educational administration) of the Education Sector Analysis Methodological Guidelines, Volume 3 proposes a method for institutional analysis, providing a framework to assess the functioning and effectiveness of an educational administration, with a particular focus on educational planning and management. This analysis can serve as a basis to later identify strategies to enhance individual, organizational, and institutional capacities for improved education service delivery. A brief focused on the methodology for the analysis of the functioning and effectiveness of an education administration can also be found here.

The analysis must go beyond the national level to take into account the specificities not only of the sub-national level but also of each state/region/province. If such an analysis was not completed prior to implementation, or if such an analysis was conducted but not sufficiently so during the development of the ESP, you can highlight the need to conduct such an analysis as part of the ESP’s activities to take place during the initial years of plan implementation. The results can then be used during the mid-term review.

Also see Tool 4.2 (Checklist: ECE implementation feasibility and capacity appraisal for the ESA), which includes a rapid ESP ECE implementation capacity assessment.

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This should ideally be embedded as part of the aforementioned institutional analysis.

See Chapters 13 (Functioning and effectiveness of the educational administration) and 14 (Stakeholder mapping and problem-driven analysis) in Volume 3 of the Education Sector Analysis Methodological Guidelines for more support in identifying these actors.