In order to function properly, education systems rely on effective coordination between different units, divided into different levels -- from central to decentralised -- and between various services and directorates. These units and actors are all involved in achieving a common goal: student success. To ensure this success, an open and fluid dialogue should be established between them. This dialogue should enable a shared understanding of strategic objectives and priorities, and the resources and support needs to be implemented to achieve them. However, this was not found to be the case during the diagnostic analyses carried out by the IIEP-UNESCO Dakar Support for Education Quality Management Programme. Attention was focused, in particular, on the difficulties of the Ministries of Education in implementing a truly participatory approach to the implementation of their educational policy. Spaces for effective dialogue often do not exist or do not operate properly. Furthermore, when such spaces do exist, dialogue is often hindered by obstacles such as rigid hierarchical structures, organisational cultures that do not encourage collaboration or complex bureaucratic procedures. This has led to situations in which different units operate in isolation or with little coordination, compromising the overall effectiveness of the education system. This policy brief explores the obstacles and levers involved in the operation of spaces for discussion in the context of education quality management. It aims to highlight the challenges of transitioning to more participatory practices that give greater responsibility to actors at the decentralised level.