because context is key in the process of policy design and implementation results may vary from one education system to another and a specific policy from one country might not have similar results in another across many countries greater decentralisation has devolved responsibilities to regional or local authorities and schools and ministries of education and their related institutions have taken on a guiding and support role this has affected policymaking dynamics and incentives for regional and local governments in these systems consistency capacity and leadership at the municipality level are crucial