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Action Plan: Who will do what and when?

The budgeted action plan, sometimes called the "implementation plan" or "operational plan", provides details of the activities planned for each given period of the plan, together with information on the calendar, roles and responsibilities, as well as costs. The action plan may be a document separate from the education sector plan, which is a more strategic document, or be a part of it.

A solid action plan increases the likelihood of success in implementation and underlines the importance of structural links between the national planning process and preparation of the budget in effect. Development of the budgeted action plan takes place after the phases of diagnosis, definition of policies and strategy, programming and determination of costs and financing.


Detailed implementation of the programmed actions

This summary document details the actions to implement in the context of the sector plan by key objectives, priorities, strategies, programmes and related activities as follows:


1- Sector analysis

- major issues, orientations





2 - Policies and strategies

PRIORITIES (priority 2)







3 - Programming











4 - Costs and financing


Quantities per year

Qty. Year 1

Qty. Year 2













5 - Implementation





CAPACITIES (priority 3)



Month 1


Month 2



Examples of specific actions for improving learning:
- training of an identified number of teachers and use of curricula,
- distribution of an identified number of guides and manuals
- study on compliance with school hours,
- study on teachers' motivation
- awareness-raising campaign with parents on the importance of the quality of education
- training of the School Management Committee (CGE) in the use of national examination results,
- preparation of codes of conduct in schools,
- creating a long-term unit within the ministry to evaluate learning
- evaluation of learning in a sampling of primary schools



The monitoring and evaluation framework of the activities concerning learning is ideally determined in parallel with the action plan to ensure efficient mobilization of financial, technical and human resources and to strengthen the development of a results-based management system.


Many reference documents are used to refine the action plan. These are, among others, the sector plan narrative, the financial simulation model, unit costs of the planned actions, the finance law (or draft) and partners' programme documents. It must be formulated within a framework of medium-term expenses and linked with the national budget, so as to contribute efficiently to the preparation of the annual budget and the supervision process.


Roles and responsibilities

The roles and responsibilities should be clearly defined and they should be as close as possible to those normally incumbent on the ministries and their departments. In the case of activities related to learning, they are the structures in charge of national evaluations, planning directors, HR directors, directors of examinations and competitions, programme directors, Teachers’ Training Colleges, inspectorates, teaching consultants, teachers' unions, representatives of civil society, etc. It will perhaps be necessary to set up new structures (e.g. national unit for evaluating learning achievement, team in charge of data analysis, etc.) The steering committee allocates performance responsibilities and supervises the overall implementation at the policy level and a strategic monitoring team coordinates daily implementation.


Implementation capacities

The Ministry's capacity to implement its plans depends on a certain number of factors, which are not all within its responsibility. In the framework of activities related to learning, the analysis of the implementation capacities of the plan should be focused on the following points:

 . public sector institutions and management: the quality of budgetary and financial management, efficiency in resource mobilization, quality of the public administration and management of the public role, transparency and responsibility in the public sector;

 . efficiency of the Education system administration and its partners: clear definition of roles and responsibilities, link between the roles and structures, communication and coordination, intervention plans in case of crisis or catastrophe, management, monitoring and evaluation;

 . the profile (especially skills) of civil servants: qualifications, abilities and training, motivation, gender;

 . analysis of aid efficiency principles: to what extent do external resources (and their implementation methods) rely on strengthening national systems and their capacities?


Depending on the answers to these questions, perhaps the plan's objectives and ambitions should be rethought and there should be included a chapter on capacity-building in order to deal with the system's main constraints in terms of capacities.


The process of preparing the action plan thus facilitates the ranking of activities and assumes some compromises, according to financial capacities, strategic priorities set and human, technical and time-related capacities. It can underline the necessity of a final revision of the overall education sector plan, when it is reviewed according to these factors of implementation capacities. If the financial deficits are identified at the time of studying the plan's costs, perhaps there should be a revision, postponement or even cancellation of the lower ranking activities (e.g. lower the training objective of 17,000 primary teachers, reduce the number of manuals to distribute, establish a study on school hours and another one on teachers' motivation, before launching the evaluation of educational achievement, plan to strengthen monitoring and evaluation capacities of the evaluation unit, etc.)