DECENTRALIZATION AND EDUCATIONAL PLANNING IN DEVELOPING COUNTRIES: CHALLENGES AND PROSPECTS

Decentralization has emerged as a key reform strategy in the governance of education systems, particularly in developing countries. Intended to improve responsiveness, efficiency, equity, and local accountability, decentralization shifts authority from central governments to subnational entities such as regional offices, local governments, or individual schools. This paper critically examines the implications of decentralization for educational planning in developing countries by exploring its conceptual foundations, theoretical frameworks, empirical evidence, implementation challenges, and emerging innovations. The paper draws on models such as the Principal-Agent Theory, Institutional Theory, and the Theory of Participatory Governance to analyze how decentralization affects educational decision-making, resource allocation, and accountability. Empirical evidence from Sub-Saharan Africa, Latin America, and Southeast Asia is used to illustrate both the successes and setbacks of decentralization reforms. The review highlights persistent challenges such as capacity deficits, fiscal disparities, policy incoherence, and political interference that undermine the planning process. However, it also identifies promising practices, including community-based planning, data-driven decision-making, intergovernmental coordination, and inclusive stakeholder engagement. The paper concludes with policy and practice recommendations aimed at strengthening decentralized planning systems to achieve more equitable and effective education outcomes.